&lt;p&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;span style=&quot;line-height:115%&quot;&gt;&lt;span arial=&quot;&quot;&gt;Cet article pr&amp;eacute;sente les r&amp;eacute;sultats d&amp;rsquo;une &amp;eacute;tude qui porte sur les perceptions et la motivation des jeunes Qu&amp;eacute;b&amp;eacute;cois de langue anglaise &amp;agrave; l&amp;#39;&amp;eacute;gard du fran&amp;ccedil;ais langue seconde (FLS). Un &amp;eacute;chantillon probabiliste al&amp;eacute;atoire compos&amp;eacute; de 974 &amp;eacute;l&amp;egrave;ves a &amp;eacute;t&amp;eacute; &amp;eacute;tabli dans 11 c&amp;eacute;geps du Qu&amp;eacute;bec. 22 entrevues individuelles ont &amp;eacute;t&amp;eacute; men&amp;eacute;es avant que l&amp;rsquo;&amp;eacute;chantillon r&amp;eacute;ponde &amp;agrave; un questionnaire &amp;agrave; traitement quantitatif auquel deux questions ouvertes portant sur la r&amp;eacute;sistance &amp;agrave; l&amp;rsquo;apprentissage du FLS et les attitudes envers la communaut&amp;eacute; francophone ont &amp;eacute;t&amp;eacute; ajout&amp;eacute;es. 48 &amp;eacute;l&amp;egrave;ves ont aussi &amp;eacute;t&amp;eacute; rencontr&amp;eacute;s lors de quatre groupes de discussion. Les donn&amp;eacute;es r&amp;eacute;v&amp;egrave;lent que les perceptions des &amp;eacute;l&amp;egrave;ves &amp;agrave; l&amp;rsquo;&amp;eacute;gard du FLS et de ses locuteurs sont l&amp;eacute;g&amp;egrave;rement n&amp;eacute;gatives, de m&amp;ecirc;me que leur motivation pour l&amp;rsquo;apprentissage de la langue. L&amp;rsquo;analyse approfondie de cette derni&amp;egrave;re variable montre qu&amp;rsquo;il y a r&amp;eacute;sistance &amp;agrave; l&amp;rsquo;apprentissage du FLS laquelle est caus&amp;eacute;e par de nombreux facteurs. Toutefois, il appert que le nombre d&amp;rsquo;amis francophones et le nombre d&amp;rsquo;heures &amp;agrave; parler en fran&amp;ccedil;ais avec eux ont un effet positif significatif sur la r&amp;eacute;sistance. Cette dynamique de l&amp;rsquo;amiti&amp;eacute; pourrait justifier l&amp;rsquo;&amp;eacute;tablissement de rencontres entre les groupes linguistiques dans les cours de langues secondes. &lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:11px&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;b&gt;&lt;span style=&quot;line-height:115%&quot;&gt;&lt;span arial=&quot;&quot;&gt;&lt;span style=&quot;color:black&quot;&gt;Mots-cl&amp;eacute;s&amp;nbsp;:&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt; &lt;span style=&quot;line-height:115%&quot;&gt;&lt;span arial=&quot;&quot;&gt;motivation, investissement, &amp;eacute;motions, r&amp;eacute;sistance, politique linguistique, id&amp;eacute;ologies linguistiques, sociolinguistique, apprentissage du fran&amp;ccedil;ais langue seconde, Qu&amp;eacute;bec. &amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:11px&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;b&gt;&lt;span lang=&quot;EN-CA&quot;&gt;&lt;span style=&quot;line-height:115%&quot;&gt;&lt;span arial=&quot;&quot;&gt;&lt;span style=&quot;color:black&quot;&gt;Abstract&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:11px&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;span lang=&quot;EN-CA&quot;&gt;&lt;span style=&quot;line-height:115%&quot;&gt;&lt;span arial=&quot;&quot;&gt;&lt;span style=&quot;color:black&quot;&gt;This article presents the results of a study that examined the perceptions and motivation of young English-speaking Quebecers towards French as a second language. A random probability sample of 974 students was selected in 11 Quebec &lt;/span&gt;colleges&lt;span style=&quot;color:black&quot;&gt;. 22 individual interviews were conducted before the sample completed a quantitative questionnaire to which two open-ended questions on resistance to learning FSL and attitudes towards the Francophone community were added. 48 students were also interviewed in four focus groups. The data reveal that students&amp;rsquo; perceptions of FSL and its speakers are slightly negative, as is their motivation to learn the language. Further analysis of this last variable shows that there is resistance to learning FSL which is caused by many factors. However, it appears that the number of Francophone friends and the number of hours spent speaking in French with them have a significant positive effect on resistance. This dynamic of friendship could justify the implementation of common activities between language groups in second language courses.&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;

&lt;p style=&quot;text-align:justify; margin-bottom:11px&quot;&gt;&lt;span style=&quot;font-size:16px;&quot;&gt;&lt;span style=&quot;font-family:Arial,Helvetica,sans-serif;&quot;&gt;&lt;b&gt;&lt;span lang=&quot;EN-CA&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;span arial=&quot;&quot;&gt;&lt;span style=&quot;color:black&quot;&gt;Keywords:&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;span lang=&quot;EN-CA&quot;&gt;&lt;span style=&quot;line-height:107%&quot;&gt;&lt;span arial=&quot;&quot;&gt;&amp;nbsp;&lt;i&gt;motivation, investment, emotions, resistance, language policy, language ideologies, sociolinguistics, French as a Second Language Acquisition, Quebec. &lt;/i&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;