To learn we must will. To will learn is triggered as soon as it is motivated. Being a result of endogenous and other exogenous factors, motivation constitutes this state propelling human being in a quest for balance and satisfaction. This paper focuses on this state in relation to the learning of the French language in the Moroccan secondary cycle, as a language, among many others, serving the needs of appreciation, communication and positive integration. Thus, situating the concept of «motivation» within pedagogical research, in general, then accounting for its contribution, via a few psycho-pedagogical approaches, to the learning of the French language in Moroccan high schools, in particular, would serve as markers to approach the possible relationship between the act of considering «motivation» and the attractiveness of the French language in the Moroccan high school. The reality on the ground surveyed will make possible the evaluation of the quality of this relationship with a view to advancing prospects likely to improve its content.
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