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                <term xml:lang="en">whole-brain learning</term>
                <term xml:lang="en">self-esteem</term>
                <term xml:lang="en">Pluralistic Approach based upon Unkown Languages (PAUL)</term>
                <term xml:lang="en">metalinguistic activities</term>
                <term xml:lang="en">language anxiety</term>
                <term xml:lang="en">beliefs</term>
                <term xml:lang="en">attitudes</term>
                <term xml:lang="fr"> attitudes</term>
                <term xml:lang="fr"> Approche Plurielle fondée sur des Langues Inconnues (APLI)</term>
                <term xml:lang="fr"> croyances</term>
                <term xml:lang="fr"> dimension affective</term>
                <term xml:lang="fr"> estime de soi.</term>
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              <p>This article intends to explore the way teaching methods based on the confrontation to unknown languages (pluralistic approaches as defined by Candelier et al., 2008) can have an impact on both individual and relational factors. The data analysis enables us to confirm that being confronted to unknown languages without a purpose of learning allows students to apprehend languages differently: language anxiety can be reduced and students can be invited to review their attitudes. Because of the new class organisation related to the envisaged pluralistic approach, the teacher is also led to review his beliefs and can thus become the facilitator of self-directed learning, encouraging the emotional dynamics of the groups. </p>
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              <p>Cet article explore la manière dont la confrontation à des langues inconnues (approches plurielles telles que définies par Candelier et al., 2008) peut avoir un impact sur les variables affectives impliquées dans l’enseignement/apprentissage des langues.L’analyse menée nous permet d’affirmer que la confrontation à des langues inconnues sans objectif d’apprentissage permet aux élèves d’appréhender les langues différemment: l’anxiété ressentie lors de la pratique de la langue peut être réduite et les élèves peuvent être invités à revoir leurs attitudes. En raison de la nouvelle organisation de la classe liée à l’approche plurielle envisagée, l’enseignant est également amené à revoir ses croyances et peut ainsi devenir l’animateur de l’auto-apprentissage et encourager la dynamique émotionnelle des groupes.</p>
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