Impact d'une intervention de visualisation sur la motivation à apprendre une seconde langue chez les étudiants de traduction et interprétation
DOI :
https://doi.org/10.17533/udea.ikala.353447Mots-clés :
enseignement de l’anglais en tant que seconde langue, interprétation, traduction, enseignement visionnaireRésumé
Les interventions de visualisation ont eu un impact positif sur le développement et le renforcement du soi idéal de l'apprennant d'une seconde langue et sur la motivation chez les étudiants des langues. Cependant, peu de recherches ont été menées sur les effets de ce type d’intervention pour la motivation des étudiants en traduction et interprétation. Cette étude mixte visait à évaluer l'impact d'une intervention d’un semestre sur la motivation, l’effort envisagé et la volonté de communiquer des étudiants. L’intervention était axée sur les carrières futures des étudiants en traduction et interprétation. Les participants, des étudiants en traduction et interprétation ayant un niveau d’anglais B1, ont été divisés en deux groupes au cours de l’étude. Le groupe expérimental a participé à une intervention sur la vision (N=14), tandis que le groupe de contrôle (N=14) n’y a pas participé. Pour mesurer les différences de motivation avant et après l’intervention, un questionnaire a été utilisé. Un entretien semi-directif a également été utilisé pour explorer davantage les perceptions des étudiants sur l’expérience. Les résultats de l’étude ont révélé que l’enseignement visionnaire améliorait à la fois le soi idéal de l'apprenant d'une seconde langue et l’effort envisagé des étudiants. En outre, ils ont montré que l’intervention a été mémorable pour les étudiants et les a aidé à établir une vision de leur future carrière en L2 et à déterminer les étapes nécessaires pour atteindre cette vision. Ces résultats indiquent l’importance d’inclure une enseignement visionnaire dans les programmes de traduction et d’interprétation, car il permet aux étudiants de se motiver et de s’impliquer dans leur future carrière.
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