L'imaginaire linguistique à travers l'analyse d'adjectifs. Comprendre les motivations des apprenants tchèques dans le choix de langues étrangères

This study, part of a thesis dedicated to foreign language learning in the Czech school system since the country’s entry into the European Union in 2004, aims to understand Czech students’ choices regarding foreign language learning. The research includes a thorough analysis of data from the Czech Ministry of Education, an exploration of the impact of educational and linguistic policies, and a study of the linguistic imaginaries of learners. The evolution of foreign language learning in the Czech Republic shows dynamics specific to each educational level. English dominates, while German, Russian, Spanish, and French experience various fluctuations. The study of linguistic imaginaries, based on a survey of pupils and students, reveals different perceptions for each language. English is perceived as useful, international, and easy. German is considered useful and interesting by learners, but unpleasant and discordant by non-learners. Russian is seen as interesting and melodious by learners, but uninteresting and unpleasant by non-learners. Spanish is described as beautiful, attractive, and melodious by everyone. Finally, French is perceived as beautiful, elegant, and romantic, but difficult. The study concludes that linguistic imaginaries help explain the evolution of foreign language learning in the Czech Republic, although other factors also play a role. Understanding these imaginaries can aid in developing appropriate linguistic and educational policy strategies.