| In English reading teaching,the normal teaching method that teachers use is explanation,practice and problem solving.Teachers focus on the explanation of vocabulary and grammar instead of cultivating students’ learning interest and stimulating their learning motivation.In Chinese teaching,there is a saying that the reader wins the world,which is still applicable in English teaching.Students who can be good at reading can do well in English learning.However,most students’ understanding to English reading only stays on the surface and they cannot experience the pleasure of English learning in class.Over time,students will lose their learning initiative in English reading classes.And students’ learning motivation is not very high and they lose interest in English learning.English Curriculum Standard(2011 edition)clearly points out that the teaching of English reading should focus on the cultivation of students’ thinking ability.Therefore,it is very necessary to change the current situation that teachers only pay attention to the explanation of key points and only make students familiar with reading material.Except for making students master knowledge and skills,in English reading classes,it is more important to stimulate students’ interest in English learning and maintain their learning motivation all the time.The ARCS motivational theory put forward by professor Keller of Florida University in the United States is based on four elements,attention,relevance,self-confidence and satisfaction to arouse students’ learning motivation and simulate their learning interest.It has important theoretical guiding significance for teaching.The study mainly attempts to apply ARCS motivation to English reading teaching to improve students’ learning motivation and English reading ability in township junior high schools.The study tries to explore the following questions:(1)What is the current situation of rural junior high school students’ learning motivation in English reading?(2)What are the factors which affect the ability of rural junior high school students in English reading?(3)What are the effects of ARCS motivation model on students’ English reading ability?The object of the study is the students in Grade Eight of Chang Anji Middle School.The learning materials are taken from the textbook published by Foreign Language Teaching and Research Press.The four elements of ARCS motivation model are applied to the teaching design of reading class to guide the reading teaching.Through questionnaire,interviews and tests,this thesis tries to study whether ARCS motivation model has a positive influence on junior high school students’ English reading motivation,and whether the model can improve students’ interest in learning and stimulate students’ learning motivation and finally improve their ability in English reading.The result shows that English reading condition of junior high school students in township school are not ideal and their learning motivation is lower.In the experimental class,the ARCS motivation model is applied to the design and implementation of English reading teaching.Three months later,the result shows that the model is effective after investigating the changes of students’ learning motivation by interview and test.Students’ interest and attention in English reading classes have been improved and students have gained some satisfaction from English reading.Many students also regain confidence in English learning.The integration of ARCS motivation model with English reading teaching is feasible to improve students’ learning motivation and reading ability and also provides some new teaching idea for English reading teaching in junior high school.To be sure,there are some inadequacies in this study.Finally,the author makes some reflection on the shortcomings and limitations of the study and then expresses the prospect of the application of ARCS motivation model to English reading teaching in junior high school. |
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