Motivational Factors in Learning French Pronunciation. The Case of Spanish Philology students

The article presents a course aimed at developing phonetic skills in French and its impact on the motivation of first-semester students of Hispanic studies, for whom learning French is mandatory as the second language. The methods employed included both subject-specific and psychosocial approaches. The theoretical introduction addressed motivation and its intrinsic and extrinsic factors, teacher-student relationship, and obstacles to mastering correct French pronunciation. The research methodology encompassed both class instruction and a survey among students. The results indicated that focusing on pronunciation, teacher engagement, a friendly atmosphere, opportunities for independent work under supervision, and student autonomy positively influenced their motivation. The article aims to encourage discussion and further research into more effective methods for teaching French pronunciation. The article presents a course aimed at developing phonetic skills in French and its impact on the motivation of first-semester students of Hispanic studies, for whom learning French is mandatory as the second language. The methods employed included both subject-specific and psychosocial approaches. The theoretical introduction addressed motivation and its intrinsic and extrinsic factors, teacher-student relationship, and obstacles to mastering correct French pronunciation. The research methodology encompassed both class instruction and a survey among students. The results indicated that focusing on pronunciation, teacher engagement, a friendly atmosphere, opportunities for independent work under supervision, and student autonomy positively influenced their motivation. The article aims to encourage discussion and further research into more effective methods for teaching French pronunciation. The article presents a course aimed at developing phonetic skills in French and its impact on the motivation of first-semester students of Hispanic studies, for whom learning French is mandatory as the second language. The methods employed included both subject-specific and psychosocial approaches. The theoretical introduction addressed motivation and its intrinsic and extrinsic factors, teacher-student relationship, and obstacles to mastering correct French pronunciation. The research methodology encompassed both class instruction and a survey among students. The results indicated that focusing on pronunciation, teacher engagement, a friendly atmosphere, opportunities for independent work under supervision, and student autonomy positively influenced their motivation. The article aims to encourage discussion and further research into more effective methods for teaching French pronunciation. The article presents a course aimed at developing phonetic skills in French and its impact on the motivation of first-semester students of Hispanic studies, for whom learning French is mandatory as the second language. The methods employed included both subject-specific and psychosocial approaches. The theoretical introduction addressed motivation and its intrinsic and extrinsic factors, teacher-student relationship, and obstacles to mastering correct French pronunciation. The research methodology encompassed both class instruction and a survey among students. The results indicated that focusing on pronunciation, teacher engagement, a friendly atmosphere, opportunities for independent work under supervision, and student autonomy positively influenced their motivation. The article aims to encourage discussion and further research into more effective methods for teaching French pronunciation.