The subject of this research brings a problem linked with a theoretical model about leadership developed by Likert (1975), and with a theoretical model of organizational commitment by Allen and Meyer (1990, 1991, 1997). The maintenance of a high standard of performance requires flexibility, innovation and agility, characteristics necessary to the maintenance of the competitive advantage, and which are caused basically by the resources and the internal capacity of each organization. Since the bosses are, most times, responsible for the development of a capable and commited work force, their action is of key importance, and the professionals dedicated to the field of people´s management need to be constantly interested in finding out the reasons which take the worker to commit himself/herself to the organization effectively and efficiently. In this sense, when identifying the bosses´s leadership styles of each sector/unit/department on an operational level of a hospital institution in Santa Maria RS and the kinds of commitment (affective, normative or calculative) of its workers, the descriptive study aimed at verifying if there is any relation between the bosses´s leadership style and the kind of commitment of the worker. This study showed that the predominant leadership style in the 37 sectors/units/departments which were researched was the Consultive and/or Participative. Such styles characterize the leadership of 35 bosses, and the Benevolent Authoritarian style appears in only 2 sectors of the researched bosses. Likewise, the research pointed out the kind of commitment of the workers, in each sector/unit/department, to the organization being studied. In 12 sectors the interviewees are affectively commited. In 6 sectors the interviewees are affective-normatively commited. In 1 sector the interviewees are commited affectively and calculatively. In 18 sectors the interviewees are commited not only affectively and normatively, but also in a calculative way. Relating the leadership styles presented by the bosses of the organization being studied and the nature of the worker´s commitment to it, it is possible to conclude that the results do not allow to state that the leadership styles are responsible for the nature of the commitment, since there are a lot of kinds of commitment for the same leadership style. Such iversification of behavioral standards signals the existence of (an)other component(s) which determine(s) the nature of the commitment. It is important to highlight that even though this research does not show a direct relation between leadership and commitment, its findings allow to conclude that the leadership style cannot be analysed as an independent actor, since it is the reflection of the organization culture / O tema desta pesquisa traz uma problemática vinculada a um modelo teórico sobre liderança desenvolvido por Likert (1975), e a um modelo teórico de comprometimento organizacional abordado por Allen e Meyer (1990, 1991, 1997). A manutenção de um padrão elevado de desempenho exige flexibilidade, inovação e agilidade, características necessárias à manutenção da vantagem competitiva, e que decorrem basicamente dos recursos e das capacidades internas de cada organização. Como as chefias são, na maioria das vezes, responsáveis pelo desenvolvimento de uma força de trabalho capaz e comprometida, sua atuação torna-se de fundamental importância e os profissionais dedicados à área de gestão de pessoas necessitam estar, constantemente, interessados em descobrir os motivos que levam o funcionário a se comprometer com a organização de forma efetiva e eficaz. Nesse sentido, o estudo descritivo objetivou, ao identificar os estilos de liderança das chefias de cada setor/unidade/departamento de nível operacional de uma instituição hospitalar de Santa Maria RS e os tipos de comprometimento organizacional (afetivo, normativo ou calculativo) dos seus funcionários, verificar se existe relação entre o estilo de liderança da chefia e o tipo de comprometimento do funcionário. O presente estudo mostrou que o estilo de liderança predominante nos 37 setores/unidades/departamentos pesquisados foi o Consultivo e/ou Participativo. Tais estilos caracterizam a liderança de 35 chefias, sendo que o estilo Benevolente Autoritário aparece em apenas 2 setores das chefias pesquisadas. Da mesma forma, a pesquisa evidenciou o tipo de comprometimento dos funcionários de cada setor/unidade/departamento com a organização em estudo. Em 12 setores os entrevistados são comprometidos afetivamente. Em 6 setores os entrevistados são comprometidos afetivanormativamente. Em 1 setor os entrevistados são comprometidos afetiva-calculativamente. Em 18 setores os entrevistados são comprometidos calculativa-afetiva-normativamente. Fazendo a relação entre os estilos de liderança apresentados pelas chefias da organização em estudo e a natureza do comprometimento do funcionário com a mesma, conclui-se que os resultados não permitem afirmar que os estilos de liderança são responsáveis pela natureza do comprometimento, uma vez que para um mesmo estilo de liderança aparecem diversos tipos de comprometimento. Tal diversificação de padrões omportamentais sinaliza a existência de outro (s) componente (s) determinando a natureza do comprometimento. Cabe salientar que essa pesquisa mesmo não apontando relação direta entre liderança e comprometimento, seus achados permitem concluir que o estilo de liderança não pode ser analisado como um fator independente, uma vez que ele é reflexo da cultura da organização

Notre étude s’intéresse au lien entre les représentations et les raisons du choix d’apprentissage du chinois au départ et à sa poursuite après un certain temps d’apprentissage. La première partie met en évidence la situation sociolinguistique du chinois dans une perspective diachronique concernant l’évolution de cette langue, de son statut en France et dans le monde. La seconde partie est consacrée à la définition des concepts utilisés dans nos analyses et à la présentation des enquêtes. La troisième partie tente d’identifier les représentations et d’évaluer leur impact sur l’engagement des apprenants dans leur apprentissage du chinois. L’enquête complémentaire permet de confirmer et de mettre en évidence que les représentations jouent un rôle très important dans ce domaine. En effet, les différents critères attribués au chinois par les apprenants évoluent. Ils peuvent par conséquent modifier la nature et l’intensité de leurs types d’engagement dans l’apprentissage en fonction de différents facteurs tels que le moment d’apprentissage, la durée, l’orientation des objectifs,ainsi qu’en fonction de la place que prend l’expérience de cet apprentissage dans leur vie quotidienne ou dans leur devenir. Ces modifications s’opèrent parfois sous l’influence des représentations de logiques externes (de sociabilité, familiales, institutionnelles ou professionnelles). La conclusion est l’occasion de faire, à partir des résultats obtenus, des suggestions didactiques susceptibles d’améliorer les pratiques en classe de chinois et de revivifier l’engagement des apprenants. / This thesis looks at how French students' ideas of the Chinese language affect their study of it. We focus on the way these ideas reflect the reasons for taking up Chinese in the first place, and how they develop as study proceeds. The first section discusses the sociolinguistic position of Chinese as it has changed over time, how its status has evolved in France and in the world. The second part lays out our concepts and the methods (questionnaires and interviews) employed in our research. In the third part we present our principal conclusions concerning students' ideas about Chinese and the effect of these on their commitment to their studies. Our relevant research lets us provide evidence confirming that these ideas have an important effect here. Actually, students evolve in their sense of the language. These changes can affect the nature and intensity of their commitment to their studies, depending on how they are when they begin, how long they stay with their study, and aims of study as they develop; also in the way they incorporate these studies into their daily lives and in their sense of the future. Sometimes these changes are influenced by externalities, having to do with sociabilty, friends, family, institutional or professional expectations. In conclusion we take the opportunity to make some suggestions, on the basis of our results, for changes in teaching Chinese which could improve classroom practice and revive the commitment of the students.