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Motivation pour apprendre une langue étrangère – une question de visualisation? : Les effets de trois activités en cours de français sur la motivation d’élèves suédois Rocher-Hahlin, Céline 2014 Link to publication Citation for published version (APA): Rocher-Hahlin, C. (2014). Motivation pour apprendre une langue étrangère – une question de visualisation? : Les effets de trois activités en cours de français sur la motivation d’élèves suédois. [, Centre for Languages and Literature]. Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Download date: 11. Feb. 2023 (Spikblad) Motivation pour apprendre une langue étrangère – une question de visualisation? Les effets de trois activités en cours de français sur la motivation d’élèves suédois Céline Rocher Hahlin THÈSE POUR LE LICENTIAT présentée à la Faculté des Lettres de l’Université de Lund et publiquement soutenue le 13 décembre 2014 à 10h15 LUX, salle C121, Helgonavägen 3, Lund i LUND UNIVERSITY Document name Centre for Language and Literature FILOSOFIE LICENTIAT DISSERTATION Box 201 SE-221 00 Lunds Sweden Date of issue December 2014 Sponsoring organization Title and subtitle : Motivation pour apprendre une langue étrangère – une question de visualisation ? Les effets de trois activités en cours de français sur la motivation d’élèves suédois. Abstract Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms. Key words : French, Motivation, Dörnyei, Ideal Language Self, Ideal L3 Self, Intended effort, language acquisition, L3, language learning, foreign language, classroom activities Classification system and/or index terms (if any) Supplementary bibliographical information Language French ISSN and key title : 0347-0822 Études Romanes de Lund ISBN : 978-91-7623-167-8 Recipient’s notes Number of pages 172 Price Security classification Signature Date ii ÉTUDES ROMANES DE LUND 98 Céline Rocher Hahlin Motivation pour apprendre une langue étrangère – une question de visualisation ? LES EFFETS DE TROIS ACTIVITÉS EN COURS DE FRANÇAIS SUR LA MOTIVATION D’ÉLÈVES SUÉDOIS Thèse de filosofie licentiat / Licentiatavhandling   Centre for Languages and Literature French Studies i ROCHER HAHLIN, Céline, Motivation pour apprendre une langue étrangère – une question de visualisation? Les effets de trois activités en cours de français sur la motivation d’élèves suédois. Études romanes de Lund 98, Lund 2014. 172 pages. Written in French. Monograph Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi- structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms. ÉTUDES ROMANES DE LUND Språk- och litteraturcentrum Lunds universitet Box 201 SE-221 00 Lund, Suède Secrétaire de rédaction: Carla Cariboni Killander [email protected] © Céline Rocher Hahlin 2014 ISSN 0347-0822 ISBN 978-91-7623-167-8 (Tryck) ISBN 978-91-7623-168-5 (Pdf) Imprimé en Suède par Media-Tryck, Lund. ii À Thomas, Éléa et Hugo iii Table des matières TABLE  DES  MATIÈRES   I   REMERCIEMENTS   V   1.   INTRODUCTION   1   1.1  BUT  DE  LA  THÈSE:   3   1.2  PLAN  DE  LA  THÈSE   4   LA  SUÈDE:  CADRE  CULTUREL  ET  PÉDAGOGIQUE  DE  L’ÉTUDE   6   2.1  UN  PAYS  EUROPÉEN  OÙ  LES  LANGUES  N’ONT  PAS  LA  MÊME  VALEUR   6   2.2  APPRENDRE  ET  ENSEIGNER  UNE  LANGUE  VIVANTE  EN  SUÈDE   7   2.2.1  LE  SYSTÈME  ÉDUCATIF  SUÉDOIS   7   2.2.2  L’ÉVOLUTION  DE  LA  SITUATION  DES  LANGUES  VIVANTES  EN  SUÈDE   8   2.2.3  BILAN  :  DES  LANGUES  ÉTRANGÈRES  AUX  STATUTS  DIFFÉRENTS   15   3  CADRE  THÉORIQUE   18   3.1  LA  MOTIVATION:  UN  CONCEPT  ET  DE  NOMBREUSES  PERSPECTIVES   18   3.2  LA  MOTIVATION:  UN  CONCEPT  QUI  COLLE  À  SON  ÉPOQUE   20   3.2.1  GARDNER  ET  LAMBERT:  LA  MOTIVATION,  LE  DÉSIR  D’INTÉGRATION  ET  LA  L2   21   3.2.2  MARKUS  &  NURIUS  ET  HIGGINS  :  LA  MOTIVATION,  LES  DÉCOUVERTES  EN   PSYCHOLOGIE  ET  LA  L2   23   3.2.3  LE  RÔLE  DE  LA  VISUALISATION  DANS  LE  PROCESSUS  MOTIVATIONNEL   25   3.2.4  DÖRNYEI  :  LE  SYSTÈME  MOTIVATIONNEL  DES  SOIS  (L2  MOTIVATIONAL  SELF   SYSTEM)   28   3.2.5  LA  MOTIVATION  ET  LA  DIDACTIQUE  DES  LANGUES   31   3.3  BILAN  :  LE  SOCLE  DE  L’ÉTUDE   39   3.4  LE  BUT  DE  L’ÉTUDE  ET  LES  QUESTIONS  DE  RECHERCHE   40   4  CADRE  MÉTHODOLOGIQUE   41   4.1  LES  PARTICIPANTS   42   4.1.1  LES  ÉLÈVES   42   4.1.2  LES  PROFESSEURS   44   i 4.2  LES  ACTIVITÉS  PÉDAGOGIQUES   46   4.2.1  ACTIVITÉ  1:  MON  JOB  DE  RÊVE  DANS  UN  PAYS  FRANCOPHONE!  (TEXTE   STIMULATEUR  DE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS)   46   4.2.2  ACTIVITÉ  2  :  PARLONS  DE  FILMS  ET  DE  SÉRIES!  (FORUM  FRANCOPHONE  EN   LIGNE  INTERACTIF)   48   4.2.3  ACTIVITÉ  3  :  EN  ROUTE  POUR  LA  DÉCOUVERTE  DE  CULTURES   FRANCOPHONES!  (DIFFÉRENTES  CYBERENQUÊTES  (WEBQUEST))   52   4.3  LES  INSTRUMENTS  DE  MESURE   56   4.3.1  LE  QUESTIONNAIRE  À  QUESTIONS  FERMÉES   56   4.3.2  LE  QUESTIONNAIRE  NUMÉRIQUE  À  QUESTIONS  OUVERTES   59   4.3.3  LES  ENTRETIENS  EN  GROUPES   61   4.3.4  VALIDITÉ  ET  FIABILITÉ  MÉTHODOLOGIQUE   63   4.4  UNE  ÉTUDE  LONGITUDINALE  MIXTE   65   5  ANALYSES  ET  RÉSULTATS   67   5.1  LE  TRAVAIL  D’ANALYSE   67   5.1.1  MESURE  DU  NIVEAU  DE  RÉFÉRENCE  ET  ÉLABORATION  DES  GROUPES   FOCALISÉS   67   5.1.2  ANALYSE  DES  DONNÉES  APRÈS  CHAQUE  INTERVENTION   76   5.2  LES  RÉSULTATS   87   5.2.1  LES  EFFETS  PRODUITS  PAR  TROIS  ACTIVITÉS  PÉDAGOGIQUES  SUR  LEUR  SOI   IDÉAL  LIÉ  AU  FRANÇAIS  D’ÉLÈVES  SUÉDOIS   88   5.2.2  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS  EST-­‐IL  LE  MÊME  POUR  LES   APPRENANTS  AYANT  À  LA  BASE  UN  NIVEAU  DE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS   DIFFÉRENT  ?   106   5.2.3  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS  CORRÈLE  T-­‐IL   AUTOMATIQUEMENT  AVEC  LE  NIVEAU  DE  VOLONTÉ  DES  ÉLÈVES  D’INVESTIR  DES   EFFORTS  SUPPLÉMENTAIRES  AFIN  D’AMÉLIORER  LEURS  COMPÉTENCES  EN   FRANÇAIS  ?   114   5.2.4  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  AU  NIVEAU  INDIVIDUEL  :  QUELQUES   PORTRAITS   119   5.3  BILAN  DU  CHAPITRE  5   137   6  CONCLUSION  ET  PERSPECTIVES   139   6.1  CONCLUSION   140   6.1.1  POINT  DE  DÉPART  ET  BUT  DE  LA  THÈSE   140   6.1.2  RÉSULTATS  PRINCIPAUX   142   6.1.3  DISCUSSION   148   ii 6.2  PERSPECTIVES   150   6.2.1  IMPLICATIONS  PÉDAGOGIQUES   150   6.2.2  IMPLICATIONS  SCIENTIFIQUES   151   6.2.3  LIMITES  DE  L’ÉTUDE   152   6.4  REMARQUES  FINALES   155   SVENSK  SAMMANFATTNING   156   RÉFÉRENCES  BIBLIOGRAPHIQUES   160   ANNEXES   173   ANNEXE  A  -­‐  TEXTE  INTRODUCTEUR   173   ANNEXE  B  -­‐  QUESTIONS  POSÉES  LORS  DU  PREMIER  ENTRETIEN   174   ANNEXE  C  -­‐  LA  VERSION  FINALE  DU  QUESTIONNAIRE  À  QUESTIONS  FERMÉES  175   ANNEXE  D  -­‐  LE  QUESTIONNAIRE  À  QUESTIONS  OUVERTES  (FORUM)   181   ANNEXE  E  -­‐  QUESTIONS  POSÉES  LORS  DE  L’ENTRETIEN  (FORUM)   183   ANNEXE  F  -­‐  LE  QUESTIONNAIRE  À  QUESTIONS  OUVERTES  (CYBERENQUÈTES)  184   ANNEXE  G  -­‐  QUESTIONS  POSÉES  LORS  DE  L’ENTRETIEN  (CYBERENQUÈTES)   185   iii

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Motivation pour apprendre une langue étrangère – une question de visualisation? : Les effets de trois activités en cours de français sur la motivation d’élèves suédois Rocher-Hahlin, Céline 2014 Link to publication Citation for published version (APA): Rocher-Hahlin, C. (2014). Motivation pour apprendre une langue étrangère – une question de visualisation? : Les effets de trois activités en cours de français sur la motivation d’élèves suédois. [, Centre for Languages and Literature]. Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Download date: 11. Feb. 2023 (Spikblad) Motivation pour apprendre une langue étrangère – une question de visualisation? Les effets de trois activités en cours de français sur la motivation d’élèves suédois Céline Rocher Hahlin THÈSE POUR LE LICENTIAT présentée à la Faculté des Lettres de l’Université de Lund et publiquement soutenue le 13 décembre 2014 à 10h15 LUX, salle C121, Helgonavägen 3, Lund i LUND UNIVERSITY Document name Centre for Language and Literature FILOSOFIE LICENTIAT DISSERTATION Box 201 SE-221 00 Lunds Sweden Date of issue December 2014 Sponsoring organization Title and subtitle : Motivation pour apprendre une langue étrangère – une question de visualisation ? Les effets de trois activités en cours de français sur la motivation d’élèves suédois. Abstract Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi-structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms. Key words : French, Motivation, Dörnyei, Ideal Language Self, Ideal L3 Self, Intended effort, language acquisition, L3, language learning, foreign language, classroom activities Classification system and/or index terms (if any) Supplementary bibliographical information Language French ISSN and key title : 0347-0822 Études Romanes de Lund ISBN : 978-91-7623-167-8 Recipient’s notes Number of pages 172 Price Security classification Signature Date ii ÉTUDES ROMANES DE LUND 98 Céline Rocher Hahlin Motivation pour apprendre une langue étrangère – une question de visualisation ? LES EFFETS DE TROIS ACTIVITÉS EN COURS DE FRANÇAIS SUR LA MOTIVATION D’ÉLÈVES SUÉDOIS Thèse de filosofie licentiat / Licentiatavhandling   Centre for Languages and Literature French Studies i ROCHER HAHLIN, Céline, Motivation pour apprendre une langue étrangère – une question de visualisation? Les effets de trois activités en cours de français sur la motivation d’élèves suédois. Études romanes de Lund 98, Lund 2014. 172 pages. Written in French. Monograph Despite the vast research on motivation and foreign language acquisition during the last decades, little is known about the motivational effects of concrete pedagogical activities in the classroom. The work of, among others, Z. Dörnyei shows that imagined reality can have positive effects on language learning outcomes. Foreign language learners with a vivid Ideal Language Self (i.e. the vision of the language user one wants to become) that is regularly maintained and activated will feel more motivated when learning a foreign language than learners with a less vivid view of themselves as future foreign language users. This semi-longitudinal intervention study investigates the effects of three specific classroom activities on the pupils’ Ideal L3 Self and their Intended Effort to continue to learn French. The study was conducted in two Swedish 9th grade classes (n= 30 and n= 15 respectively) and also includes a control class (n=14). The three activities in the experiment classes were a) to compose an Ideal L3 Self stimulating text, b) to interact in an online French-speaking forum and c) to complete a webquest. In order to find out the pupils' level of Ideal L3 Self and Intended Effort before intervention began, an introductory text, a closed-ended questionnaire and a semi- structured interview was used. Data from these three instruments were triangulated to establish a baseline level for each pupil in the three classes. After completion of each classroom activity the same questionnaire, an open-ended questionnaire and a semi-structured interview were used to tap the effects of each activity on the pupils' Ideal L3 Selves and Intended Effort. The results confirm that pupils’ Ideal L3 Self is stimulated when, on the one hand, activities reinforce positive images of the pupils’ view of themselves as future users of French and, on the other hand, when an on-line activity makes the students experience the target cultural context almost as in real life. The results also revealed the importance of including such activities as early as possible in the curriculum. For some of the learners, it was already too late in 9th grade. The findings also include a strong correlation between the learners’ Ideal French Self and their Intended Effort in French, which is another convincing argument as to why teachers should include Ideal Self-stimulating activities in their foreign language classrooms. ÉTUDES ROMANES DE LUND Språk- och litteraturcentrum Lunds universitet Box 201 SE-221 00 Lund, Suède Secrétaire de rédaction: Carla Cariboni Killander [email protected] © Céline Rocher Hahlin 2014 ISSN 0347-0822 ISBN 978-91-7623-167-8 (Tryck) ISBN 978-91-7623-168-5 (Pdf) Imprimé en Suède par Media-Tryck, Lund. ii À Thomas, Éléa et Hugo iii Table des matières TABLE  DES  MATIÈRES   I   REMERCIEMENTS   V   1.   INTRODUCTION   1   1.1  BUT  DE  LA  THÈSE:   3   1.2  PLAN  DE  LA  THÈSE   4   LA  SUÈDE:  CADRE  CULTUREL  ET  PÉDAGOGIQUE  DE  L’ÉTUDE   6   2.1  UN  PAYS  EUROPÉEN  OÙ  LES  LANGUES  N’ONT  PAS  LA  MÊME  VALEUR   6   2.2  APPRENDRE  ET  ENSEIGNER  UNE  LANGUE  VIVANTE  EN  SUÈDE   7   2.2.1  LE  SYSTÈME  ÉDUCATIF  SUÉDOIS   7   2.2.2  L’ÉVOLUTION  DE  LA  SITUATION  DES  LANGUES  VIVANTES  EN  SUÈDE   8   2.2.3  BILAN  :  DES  LANGUES  ÉTRANGÈRES  AUX  STATUTS  DIFFÉRENTS   15   3  CADRE  THÉORIQUE   18   3.1  LA  MOTIVATION:  UN  CONCEPT  ET  DE  NOMBREUSES  PERSPECTIVES   18   3.2  LA  MOTIVATION:  UN  CONCEPT  QUI  COLLE  À  SON  ÉPOQUE   20   3.2.1  GARDNER  ET  LAMBERT:  LA  MOTIVATION,  LE  DÉSIR  D’INTÉGRATION  ET  LA  L2   21   3.2.2  MARKUS  &  NURIUS  ET  HIGGINS  :  LA  MOTIVATION,  LES  DÉCOUVERTES  EN   PSYCHOLOGIE  ET  LA  L2   23   3.2.3  LE  RÔLE  DE  LA  VISUALISATION  DANS  LE  PROCESSUS  MOTIVATIONNEL   25   3.2.4  DÖRNYEI  :  LE  SYSTÈME  MOTIVATIONNEL  DES  SOIS  (L2  MOTIVATIONAL  SELF   SYSTEM)   28   3.2.5  LA  MOTIVATION  ET  LA  DIDACTIQUE  DES  LANGUES   31   3.3  BILAN  :  LE  SOCLE  DE  L’ÉTUDE   39   3.4  LE  BUT  DE  L’ÉTUDE  ET  LES  QUESTIONS  DE  RECHERCHE   40   4  CADRE  MÉTHODOLOGIQUE   41   4.1  LES  PARTICIPANTS   42   4.1.1  LES  ÉLÈVES   42   4.1.2  LES  PROFESSEURS   44   i 4.2  LES  ACTIVITÉS  PÉDAGOGIQUES   46   4.2.1  ACTIVITÉ  1:  MON  JOB  DE  RÊVE  DANS  UN  PAYS  FRANCOPHONE!  (TEXTE   STIMULATEUR  DE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS)   46   4.2.2  ACTIVITÉ  2  :  PARLONS  DE  FILMS  ET  DE  SÉRIES!  (FORUM  FRANCOPHONE  EN   LIGNE  INTERACTIF)   48   4.2.3  ACTIVITÉ  3  :  EN  ROUTE  POUR  LA  DÉCOUVERTE  DE  CULTURES   FRANCOPHONES!  (DIFFÉRENTES  CYBERENQUÊTES  (WEBQUEST))   52   4.3  LES  INSTRUMENTS  DE  MESURE   56   4.3.1  LE  QUESTIONNAIRE  À  QUESTIONS  FERMÉES   56   4.3.2  LE  QUESTIONNAIRE  NUMÉRIQUE  À  QUESTIONS  OUVERTES   59   4.3.3  LES  ENTRETIENS  EN  GROUPES   61   4.3.4  VALIDITÉ  ET  FIABILITÉ  MÉTHODOLOGIQUE   63   4.4  UNE  ÉTUDE  LONGITUDINALE  MIXTE   65   5  ANALYSES  ET  RÉSULTATS   67   5.1  LE  TRAVAIL  D’ANALYSE   67   5.1.1  MESURE  DU  NIVEAU  DE  RÉFÉRENCE  ET  ÉLABORATION  DES  GROUPES   FOCALISÉS   67   5.1.2  ANALYSE  DES  DONNÉES  APRÈS  CHAQUE  INTERVENTION   76   5.2  LES  RÉSULTATS   87   5.2.1  LES  EFFETS  PRODUITS  PAR  TROIS  ACTIVITÉS  PÉDAGOGIQUES  SUR  LEUR  SOI   IDÉAL  LIÉ  AU  FRANÇAIS  D’ÉLÈVES  SUÉDOIS   88   5.2.2  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS  EST-­‐IL  LE  MÊME  POUR  LES   APPRENANTS  AYANT  À  LA  BASE  UN  NIVEAU  DE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS   DIFFÉRENT  ?   106   5.2.3  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  LIÉ  AU  FRANÇAIS  CORRÈLE  T-­‐IL   AUTOMATIQUEMENT  AVEC  LE  NIVEAU  DE  VOLONTÉ  DES  ÉLÈVES  D’INVESTIR  DES   EFFORTS  SUPPLÉMENTAIRES  AFIN  D’AMÉLIORER  LEURS  COMPÉTENCES  EN   FRANÇAIS  ?   114   5.2.4  L’EFFET  OBTENU  SUR  LE  SOI  IDÉAL  AU  NIVEAU  INDIVIDUEL  :  QUELQUES   PORTRAITS   119   5.3  BILAN  DU  CHAPITRE  5   137   6  CONCLUSION  ET  PERSPECTIVES   139   6.1  CONCLUSION   140   6.1.1  POINT  DE  DÉPART  ET  BUT  DE  LA  THÈSE   140   6.1.2  RÉSULTATS  PRINCIPAUX   142   6.1.3  DISCUSSION   148   ii 6.2  PERSPECTIVES   150   6.2.1  IMPLICATIONS  PÉDAGOGIQUES   150   6.2.2  IMPLICATIONS  SCIENTIFIQUES   151   6.2.3  LIMITES  DE  L’ÉTUDE   152   6.4  REMARQUES  FINALES   155   SVENSK  SAMMANFATTNING   156   RÉFÉRENCES  BIBLIOGRAPHIQUES   160   ANNEXES   173   ANNEXE  A  -­‐  TEXTE  INTRODUCTEUR   173   ANNEXE  B  -­‐  QUESTIONS  POSÉES  LORS  DU  PREMIER  ENTRETIEN   174   ANNEXE  C  -­‐  LA  VERSION  FINALE  DU  QUESTIONNAIRE  À  QUESTIONS  FERMÉES  175   ANNEXE  D  -­‐  LE  QUESTIONNAIRE  À  QUESTIONS  OUVERTES  (FORUM)   181   ANNEXE  E  -­‐  QUESTIONS  POSÉES  LORS  DE  L’ENTRETIEN  (FORUM)   183   ANNEXE  F  -­‐  LE  QUESTIONNAIRE  À  QUESTIONS  OUVERTES  (CYBERENQUÈTES)  184   ANNEXE  G  -­‐  QUESTIONS  POSÉES  LORS  DE  L’ENTRETIEN  (CYBERENQUÈTES)   185   iii

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