The Application Of The ARCS Model Of Motivational Design In The Instructional Design Process Of Senior High School English

Motivation is one of the most important areas of psychology, and motivation to learn is one of the most important factors that determine the learning achievements. Therefore, while teaching, foreign language teachers should be aware of how to stimulate the learner’s motivation.Now many students lack motivation to learn and have repulsion and pressure on the school curriculum of English. In order to have instructional strategies to effectively stimulate and maintain the motivation to learn English well in high schools, I base this study on the ARCS model of motivational design and center on the four main factors affecting motivations to design the English instructional process. This study uses a means of a combination of questionnaires and observation. The study is aimed to study how to apply the ARCS model of motivational design in the Instructional Design Process of Senior English to obtain a classroom teaching mode which has a better implementation.Study shows that the ARCS Model of Motivational Design can provide some beneficial help in stimulating and maintaining students’ motivation to learn in the teaching process for English teachers in high schools. In the teaching process,we English teachers in senior schools should combine the characteristics of English teaching in high schools, English learning characteristics, psychological characteristics of high school students, differences of the ability to learn, differences of learning intentions, temperament, personality and gender differences, and makes teaching activities in a relaxed and rigorous teaching atmosphere through the practice, so that English teachers can improve effect in teaching output and students have some effect in raising interest in learning English. At the same time, the ARCS Model of Motivational Design can make foreign language learning be autonomously extended to outside the classroom, so students who learn English will change the opinions from "want me to learn" to "I want to learn", so that students can obtain more efficient learning effect in English learning. Therefore, this study has some theoretical significance and practical value.