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.
Since 2014, the Moroccan high school has international sections of the baccalaureate in three options. For the French option, the time slot for French language is extended and an oral test is established in the terminal year. Installing such a test implies subjecting this field, with a high frequency of variability, to docimological rules. Our wish to brush the reality of this new practice opens first with a few benchmarks founding the semantics of the oral before questioning the inventory of its evaluative practice in the Moroccan high school via a survey in the territory of the Rhamna province. The responses of teachers and learners, making up the population of this survey, retrace their representations towards the semantics of Oral and reproduce the image of a practice that is little impregnated by what this semantics supposes. The brushed image, motivated by the will to propose, will therefore open up to prospects for action that can allow us to verify to what extent the oral can become an object of a standardized evaluation.
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