ARCS动机设计模式在农村初中英语口语教学中的应用——以河南省息县第一初级中学为例

摘要

英语口语作为国际交流的重要传媒工具，已经凸显其重要地位。新一轮基础教育课程改革更加强调英语口语教学的重要性，旨在让学生能运用英语进行交流。然而，初中英语口语教学存在着诸多问题，尤其在农村地区。其中最重要的一个原因就是大多数的英语教师在教学过程中忽视了对学生口语学习动机的激发。众所周知，良好的动机是英语口语学习的驱动力。
　　 因此，根据ARCS动机设计模式的四个要素（注意力、相关性、自信心以及满足感），本文以河南省息县第一初级中学为例，采用问卷调查法、访谈法以及课堂观察法，发现了学生口语学习存在以下问题:学生在课堂上注意力不太集中;认为教学内容和他们相关性不强;课堂发言不积极，说英语的时候不自信;教师提供的反馈并不能使他们感到满足等。
　　 作为课堂教学的组织者，教师对学生英语口语学习动机的激发与维持起着非常重要的作用。为了把ARCS动机要素及策略有针对性地整合到初中英语口语教学中，在教学准备阶段，教师应充分利用现在化教学设备，改变教学模式以促进课堂交流;在教学内容呈现阶段，教师应根据学生需要设计教学内容，帮助学生建构英语口语学习的意义;在学生参与阶段，教师应:(1)创造更多成功的机会(2)对学生寄予期望(3)引导学生积极归因以建立他们的自信心;在评价阶段，教师应:(1)给予积极的反馈(2)正确处理学生的口语错误(3)结合使用口语测试和形成性评价，让学生体会到学习成功的满足感。
　　 本文从理论和实践的角度，不仅探讨了农村初中英语口语教学中存在的问题，而且根据ARCS动机设计模式，提出了一些具体的动机激励策略。作者希望本文能对教师在改善英语口语教学及提高农村学生口语学习动机方面能有所帮助。

目录

声明

摘要

Abstract

Contents

Chapter One Introduction

1．1 Research Background

1．2 Purpose and Significance of the Research

1．3 Structure of the Thesis

Chapter Two Literature Review

2．1 Theoretical Basis of Motivation

2．1．1 Definitions of Motivation

2．1．2 Classifications of Motivation

2．2 Relevant Theories on Motivation

2．2．1 Expectancy-value Theory

2．2．2 Attribution Theory

2．2．3 Self-efficacy Theory

2．2．4 Previous Theories on Motivation in Foreign Language Learning at Home and Abroad

2．3 The ARCS Model of Motivational Design

2．3．1 Introduction to the ARCS Model of Motivational Design

2．3．2 Four Motivation Components in the ARCS Model of Motivational Design

2．3．3 The ARCS Model of Motivational Design and the Teaching Process

Chapter Three Research Methodology

3．1 Objectives of the Research

3．2 Research Questions

3．3 Research Subjects

3．4 Research Methods

3．4．1 Literature Research

3．4．2 Questionnaire

3．4．3 Interview

3．4．4 Classroom Observation

Chapter Four Findings and Discussion

4．1 Data Collection

4．2 Data Analysis

4．2．1 Students’ Attitude towards English Learning

4．2．2 Current Situation of Students’ Oral English Learning

4．2．3 The Analysis of Students’ Attention in Class

4．2．4 The Analysis of the Teaching Content’s Relevance to Learners

4．2．5 The Analysis of Students’ Confidence

4．2．6 The Analysis of Students’ Satisfaction

Chapter Five Application of the ARCS Model of Motivational Design in Oral English Teaching

5．1 Preparing Stage—Attention Strategies

5．1．1 Making Full Use of Modern Teaching Equipment

5．1．2 Changing Teaching Methods to Promote Classroom Interaction

5．2 Presentation Stage—Relevance Strategies

5．2．1 Designing the Content According to the Students’ Needs

5．2．2 Helping Students Know the Importance of Oral English Learning

5．3 Students’ Participation Stage—Confidence Strategies

5．3．1 Creating More Chances of Success

5．3．2 Having Great Expectations of Students

5．3．3 Helping Students Make Positive Attribution

5．4 Evaluation Stage—Satisfaction Strategies

5．4．1 Making Full Use of Positive Feedback

5．4．2 Dealing with Errors Correctly

5．4．3 Combining the Use of Oral Test with Formative Assessment

Chapter Six Conclusion

Bibliography

Appendix

Acknowledgements