Motivational Instruction Design For English Class

Instruction is a process for learners to acquire knowledge and a means to promote the significance of curriculum as well. Therefore, instructional design now becomes a kind of activity which aims at meeting the vital, developmental and effective needs of instruction. The study introduces a motivational framework for English instruction grounded on motivation theory and motivational design theories from a combined perspective of modern education technology, sociology and linguistic psychology, following the up-to-date trend in the domain of instruction design. Due to the emphasis on the motivation-oriented instructional design as the way to motivational internalization, the instructional design abandons such traditional input ideas as simply focusing on imparting knowledge to learners. It indicates a new design for the integration of rational development and humane instruction.On the basis of motivational theory and linguistic psychology, the motivational instruction design follows the steps of the reflection on related studies, theoretical framework, empirical design, and empirical examination. The dissertation consists of three parts: review of literature, framework presentation and empirical study embedded with a diversity of research methods such as analysis of literature, soft systems methodology, questionnaire and design-based research.The part of literature review introduces the development of instructional design from the perspective of the evolution of design methods, three ID models and their theoretical basis respectively.Meanwhile, it is intended to summarize and abstract studies related to L2----modern theory representative of L2 study, motivational internalization and motivational design. What's more, based on comprehensive analysis of motivational designs, it demonstrates the possibility and necessity of motivational framework for English instruction.The part of framework presentation is dedicated to motivational design within which the topics are discussed from the perspectives of stimulating students'motivation to learn L2, optimizing learning materials, and making teaching dynamic, to enhance the effect of English study. First of all, it introduces the theoretical basis for the motivational design----the effect of motivation on L2 acquisition, the major factors affecting L2 motivation and Keller's motivational design.Next, the motivational framework is presented which consists of the beginning analysis of motivation and its related fators, the motivational mode and cognitive tools, the strategy and design, implementation, academic evaluation, the end analysis and modification.Meanwhile, such mode or strategies are put forward as RSAAS mode, spiral mode for L2 acquisition and motivational internalization, along with the propositional concept of abnormal curve.Part Three is concerned with empirical studies which constitute the last two chapters. This part concentrates on experiments guided by design-based research (DBR).It first puts forward the motivational mode, and then introduces the motivational design for instructional mode, formulation of objectives and tasks, strategy and design, the implementation of academic evaluation etc.The experiment involved is meant to examine the findings of the study which show that the motivational framework for English instruction is not only practical and feasible but also of much validity.The dissertation ends with conclusions and some limitations on this research.