Apprentissage de l’anglais en contexte universitaire : motivation, créativité et rétention

Abstract : This thesis focuses on language teaching from the perspective of Gardner’s theory of multiple intelligences. The level of success of a student is not only influenced by the way in which instruction is delivered, but also by a set of correlations that influence each individual, be that by an immediate or a non-immediate environment. The human capacity to react appropriately to this set of correlations is what constitutes the modern definition of intelligence (Barrington 2007: 423), and more specifically, the theory of multiple intelligences. The thesis hypothesis questions whether a multiple intelligence approach has a positive effect on language learning.To confirm or not this hypothesis, we evaluated various sets of activities based on multiple intelligences. We first conducted a survey of LANSAD teachers on their class practices. Then, we asked teachers in Scientific English to set up these activities in their own classes in order to have a subjective view. Finally, we also carried out a specific investigation on motivation among ESP students.This thesis is divided into three main sections. The first section deals with the correlation between multiple intelligences and language sustainability in English. The second examines the correlation between multiple intelligences and creativity. The last section discusses the relationship between multiple intelligences and motivation in students. The conclusions offer some suggestions for teaching and learning English for specific purposes.
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Sayena Molaie. Apprentissage de l’anglais en contexte universitaire : motivation, créativité et rétention. Linguistique. Université Grenoble Alpes, 2018. Français. ⟨NNT : 2018GREAL038⟩. ⟨tel-02176772⟩

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