Motivation In Teaching Literature To Efl Learners The Case Of Second Year Lmd Students At The University Of Mostaganem

Résumé: This study investigates the role of motivation and visual-aid instructions in teaching foreign literatures. It purposes to examine to what extent fifteen second year LMD students of English from Mostaganem University are motivated in studying literatures of a foreign expression, as well as to look at how film based on literary texts can be deemed as a motivating tool in teaching literature. The study is divided into three chapters, the first one was devoted to the description of the theoretical support used in this study where key concepts, theories and approaches of motivation and literature were highlighted and discussed in depth. The second chapter presents a detailed description of the situation of teaching English, the setting, teachers’ and learners’ profiles, the LMD System as well as the content of the literatures’ subject. In addition to that, a discussion of the research methods used in this study was made up, ending up with data collection, analysis and interpretations of the findings; whereas chapter three explains how films can foster teaching literatures of a foreign expression in which tests and surveys were used to gauge students’ attitudes towards the filmed version of “Robinson Crusoe.” The results of this study suggest that film can be seen as a stimulating source in teaching foreign literatures. Subsequently, films based on literary texts are regarded as an effective resource for creating class discussion. In addition to that, the use of films is also beneficial to students with different learning styles, and it is also likely that students’ positive perception such as dramatized versions of films based on literary texts in teaching has effects on language learning because motivation and attitudes, as a number of referenced investigations tend to confirm that they are part and parcel of language acquisition.

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