1.

Introduction :
In life, success does not come for free without experiencing ups and downs.
That’s why being motivated can lead a person to success.

Motivation is very important in human life because it drives and encourages.

The main objective in the language teaching/learning process

It happens that a student, an adult, feels stuck, hesitating to speak up,

Among the reasons that can cause this obstacle: fear of saying something foolish, feeling unwell
judged, not to be perfect and the anxiety of being mocked by others.

What poses a problem for teachers is finding ways to motivate the student to engage.
the spoken word in class and to arouse their interest, and to seek strategies to take in
consideration of oral teaching among learners?

The child is curious and without this curiosity and without the desire to communicate, there is no

not a learning

Indeed, oral communication will allow the child to build and structure their thinking, and this
last develops through language.

The oral presentation for the student can be an educational game when they have the advantage of doing it, it is about

so to find different methods that allow students to take the risk of

Motivating a student remains the goal of all teachers, they always question themselves before
to carry out a project, if it will motivate the learners?
Indeed, demotivation among learners is one of the major causes of failure.
school. Also, when a student is not interested in a subject, they will stay away and inactive in
class.
Our research work contains three chapters: the first is devoted to the definition of the
motivation and its types, then we discussed motivation (in a school environment, then in
the learning of the oral.

The second one concerns the tools and implementation of the action approach.

The last chapter is dedicated to the situation of the target class and the various difficulties.
then we presented the analysis of the questionnaires (the interpretations, the comments, and the
results obtained.

Finally, to conclude our research, a conclusion that brings together the objectives of our modest
work.
2. Problematic and the formulation of hypotheses:
Oral motivation is at the center of the teacher's concerns when he/she develops
these class sequences. Indeed, from primary to high school, a student accumulates several hours
French as a foreign language course but their speaking time remains passive.
This oral practice of the language is not sufficiently developed, especially when one knows that
to what extent languages now hold an important place in our society. This
means, following testimonies from teachers at the primary to high school level, but
also from my personal experience as a student, I noticed that it was
extremely difficult to participate in class and that my motivation for speaking
was problematic. Thus, Teaching a language is not just about making learn
not just grammatical rules or lists of words, but rather to develop skills
students' productivity both in writing and orally. To achieve this, it is necessary to implement in
practice these skills in various contexts in order to develop them. If the students do not
do not participate in class and do not get into the habit of communicating in the language they
they risk never knowing how to use this language. One can wonder about the
means to be implemented in order to improve quantitatively and qualitatively the
oral participation in a language class.
In this regard, one can refer to the teaching of foreign languages which allows for
teacher to optimize their language learning processes but also to
the ability and skill of the teacher to capture the attention of their students and motivate them to
participate. The question of orality in language classes therefore seems crucial to me as
what future French teacher.
According to Evelyne Charmeux1:

In a democracy, everyone has the right to speak, this right is only effective for those who
knowing how to take it and hold it.
The class also represents a social group, speaking within the group is a right.
that the teacher must assign to all students. Furthermore, the student must also learn to
respect the word of the other.
Despite the above and to achieve the goal, our research is titled (support strategy for
the motivation for speaking
For the preparation of this thesis, we focused on the following issue:

Charming, Evelyne, "Learning to Speak: Oral Skills Can Also Be Learned, The School in Question", SEDRAP, 1996, p1
1
 How to encourage speaking in a French language class
foreigner?
To do this, we will try to answer the following questions:
What is motivation?
What are the types of motivation?
What are the motivational factors in the classroom?
From these questions, we can initially present the following hypotheses:
Are these difficulties in speaking in a language class...?
influenced by a lack of language skills?
These speaking difficulties would be due to pedagogical methods.
often used that do not encourage the participation of students who remain
passive.
These difficulties would be due to the role of the teacher and their practices in the classroom.

to create a climate of trust in the classroom that encourages speaking among the
students.
To confirm or refute our hypotheses, we will verify them in the field, using a
analytical, descriptive and comparative method.