Moroccan schools still face problems and difficulties when it comes to learning the French language. Learners arrive in their second year of the baccalauréat unable to communicate in French, despite having benefited from ten years of learning the language. The situation in which these learners find themselves is due to a number of internal factors relating to the learner's mastery and motivation in the FLE classroom. This book focuses on the lack of oral interaction in oral activities among high-school learners. The action research on which this book is based questions the impact of reward on learner motivation and the facilitation of the learning process.