In the action-oriented perspective put forward by the Council of Europe in the Common European Framework in 2001, the FLE learner is a social actor who learns in order to be able to act in given circumstances and environment. He must be the master of his learning, but his approach is carried out with the help of the teacher who accompanies him throughout the learning process. Their relationship functions as a system that our paper proposes to define by noting the historical evolution of the key concepts (teacher and student, teaching/learning, environment) and the essential role of motivation to learn and teach in the achievement of the objectives followed during the FLE classroom activity. We will then present Rolland Viau's model of motivational dynamics, designed to better understand learners of all ages. The learner's perceptions (the perception of the value of the activity, the perception of his competence, the perception of controllability) are at the origin of his motivation, his cognitive commitment (the willingness to make the mental effort necessary to accomplish a task) and his perseverance (the time spent solving the task) which together lead to the final consequence of motivation and the goal of any didactic activity, learning. Factors that influence motivational dynamics are grouped into four categories: social factors, student life factors, school factors, and class factors. The teacher can only control the factors relating to the classroom, of which we will note the most frequent, which can motivate and/or demotivate both the teacher and the learners.