De la théorie à la pratique : appliquer des modèles cognitifs de la motivation dans un centre de langues

Abstract : This article presents practical applications of cognitive theories of motivation in a language centre. After citing some pertinent definitions of motivation for education, this article follows an action-research in a self-access language centre in a French company. Working from theories of goal setting, V.I.E. and self-efficacy, an interview process was set-up in order to define individualised training programmes in the centre. After explaining this motivational process, attribution theory indicates how learners can interpret the results of prior language learning experiences in order to influence future learning positively. Finally, the functioning of the self-directed learning centre itself, by basing training prescriptions on the degree of students’ self-determination, also contributes to enhancing motivation. This obviously requires specialised trainers well versed in the techniques described. Like other cognitive and affective factors, motivation depends on the individual, but can be influenced by external elements.
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https://hal.archives-ouvertes.fr/hal-01227558
Contributor : Denyze Toffoli <>
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Denyze Toffoli. De la théorie à la pratique : appliquer des modèles cognitifs de la motivation dans un centre de langues. ASp - La revue du GERAS, revue.org (en ligne) / Bordeaux : GERAS (imprimé), 2003, Pratiques et recherches en Centres de langues, pp.99-114. ⟨10.4000/asp.1198⟩. ⟨hal-01227558⟩

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