Research On The Motivation Of Chinese Intensive Reading Course For Intermediate And Advanced Learners Based On The ARCS Motivation Theory

Teaching Chinese as a foreign language is becoming more mature and standardized,however,there are still some problems in teaching Chinese as a foreign language to intermediate and advanced level,for example,in the Chinese intensive reading class at the intermediate and advanced stages,students' self-perceived progress is not fast,existing a platform period,and the content of the textbooks can't meet the needs of the learners,which greatly exceeds their language level and the textbooks lack practicality,these phenomena may adversely affect the learners' motivation.Chinese learning motivation affects the persistence and effectiveness of learners'learning of Chinese.The investigation of students' learning motivation can reflect both learners' learning activities and teachers' teaching.In order to stimulate and maintain learners' Chinese learning motivation in intensive reading class,this paper aims to seek teaching methods that meet learners' learning needs and learning methods,so as to improve the learning of Chinese intensive reading class.Based on the theory of professor Keller's ARCS motivation model,with the foreign students of Beijing Foreign Studies University as the research object,by questionnaire,dialogue interview as a way of research and data collection,to investigate students' learning motivation type,satisfaction of teaching material,classroom anxiety,four motives of ARCS and the suggestions to the teaching of intensive reading course,and by using the statistical software SPSS Statistics 18 to analyze,explore the influence factors of studying motive of the Chinese intensive reading class for intermediate and advanced level.The data analysis results combined the motivation strategy of the ARCS motivation model,thus put forward the corresponding improvement suggestions for the teaching of intensive reading class teachers,to optimize teaching and help us to observe,understand and study learners' learning motivation from a different perspective,in order to fill the model in the target language environment to guide Chinese intensive reading teaching.In this study,the current learning situation and motivation of Chinese intensive reading class for the intermediate and advanced students show the following characteristics:first,the motivation of Chinese intensive reading class is generally at the upper middle level,which needs to be further improved.Second,four elements,level from high to low in turn is relevance>attention>satisfaction>confidence,relevance dimensions,the highest scores of students learning motivation,is an important source to relate learning with personal needs,goals,the pursuit of the future,confidence factor scored lowest,showed the students in Chinese intensive reading class lack of confidence.Thirdly,in the dimension of attention,the score of students' interest in Chinese intensive reading class is lower than the score of their own effort or will.Students work hard,but their interests in class still needs to be improved.In the relevance dimensions,the goal oriented score is higher than the process oriented score,indicating that students associate Chinese learning with the goal more than with the process.In the dimension of confidence,the score of success coming from effort is higher than the score of success coming from ability.Students believe that the most important factor for learning Chinese well in intensive reading class is their own effort rather than their ability.In the dimension of satisfaction,the score of external satisfaction is higher than that of internal satisfaction,indicating that students attach more importance to external praise and reward than to the satisfaction and pleasure of learning Chinese well from inside.Fourthly,the topic content of Chinese intensive reading course does not quite meet the students' learning needs and Chinese level,so the teaching materials of intermediate and advanced intensive reading course needs to be adjusted flexibly,and teachers' teaching needs to be improved constantly,so as to improve students' self-efficacy in intensive reading course.According to these characteristics,based on ARCS motivation theory model,this study presented some specific reference strategy to arouse and maintain the motivation,hoping to improve Chinese teaching for teachers and improve students learning motivation in Chinese intensive reading class,there are specific teaching suggestions:preparation stage before teaching,through diversification of introduction mode,set the question and suspense,enrich teaching activities and teaching methods to attract students' attention;The presentation stage of teaching content establishes relevance by establishing learning objectives for students,meeting learning needs and creatively using teaching materials.In the stage of learners'participation,it helps students to build up their self-confidence through step-by-step learning tasks,appropriate learning support and guidance of correct attribution.The evaluation and feedback stage helps students to obtain satisfaction through the combination of internal reinforcement and external rewards as well as the fairness and justice of teaching evaluation.