The Application Of ARCS Model In Junior English Speaking Teaching

As an international language, English, especially spoken English, plays a significant role in intercultural communication. And the latest curriculum reform of the basic education focuses on oral English teaching, aiming at developing students’ ability to communicate in English fluently. Therefore, how to improve communication skill of English learners has become the question waiting to be solved in English teaching. It is well known that motivation is one of the most important factors in the process of learning a foreign language. The higher motivation the students get, the greater achievement they will gain. Therefore, it is very important to stimulate and maintain the students’ motivation in the process of teaching spoken English. ARCS(Attention, Relevance, Confidence and Satisfaction) Model of Motivation is a systematic approach for creating instructions that would stimulate the motivation to learn.This thesis analyzes ARCS model of motivational design and investigates junior students’ motivation of oral English learning. The major purpose of this study is to motivate the junior students in oral English learning by implementing the ARCS Model into the classroom instruction. 78 students of Grade 8 in Shanghai Tongchuan School participated in the research. Questionnaires and interviews were applied for collecting data that was regarded as instructional motivation perception of these students. After analyzing the junior students’ motivation of learning English by a questionnaire, the writer chose ARCS Model as its foundational theory and suggested some spoken English teaching strategies,which were integrated into teaching practice.After three months of experimental study, we can find the validity of the model and it has a positive effect on the oral English class in junior high school.