L’effet de l’utilisation des stratégies de compréhension de l’écrit sur la motivation des apprenants de la deuxième année moyenne

Abstract

Motivation is recognized as essential in the field of learning in that it constitutes an important determinant of success or failure in school. In the present study, we seek to know the effect of the use of four comprehension strategies in a reading situation on the motivation of learners of the second year average in French as a foreign language class in our context. The approach adopted consists of training students to use the strategies of predicting, inferring, questioning and clarifying during the three months of the first trimester. The first results show that training in the use of these four reading comprehension strategies helps learners to internalize these high-level techniques and strengthens the state of their motivational dynamics.