Résumé:
This study investigates the role of motivation and visual-aid instructions in teaching foreign
literatures. It purposes to examine to what extent fifteen second year LMD students of English
from Mostaganem University are motivated in studying literatures of a foreign expression, as
well as to look at how film based on literary texts can be deemed as a motivating tool in
teaching literature. The study is divided into three chapters, the first one was devoted to the
description of the theoretical support used in this study where key concepts, theories and
approaches of motivation and literature were highlighted and discussed in depth. The second
chapter presents a detailed description of the situation of teaching English, the setting,
teachers’ and learners’ profiles, the LMD System as well as the content of the literatures’
subject. In addition to that, a discussion of the research methods used in this study was made
up, ending up with data collection, analysis and interpretations of the findings; whereas
chapter three explains how films can foster teaching literatures of a foreign expression in
which tests and surveys were used to gauge students’ attitudes towards the filmed version of
“Robinson Crusoe.” The results of this study suggest that film can be seen as a stimulating
source in teaching foreign literatures. Subsequently, films based on literary texts are regarded
as an effective resource for creating class discussion. In addition to that, the use of films is
also beneficial to students with different learning styles, and it is also likely that students’
positive perception such as dramatized versions of films based on literary texts in teaching has
effects on language learning because motivation and attitudes, as a number of referenced
investigations tend to confirm that they are part and parcel of language acquisition.
