Research On English Reading Teaching In Junior Middle Schools Based On ARCS Motivation Mode

Listening,speaking,reading and writing are four basic skills of English learning,reading is the major way of language input,and the development of other skills is based on the development of reading ability.Therefore,reading teaching plays a vital role in junior middle school English teaching,and the improvement of students’ reading ability is also crucial.However,there are still many problems in English reading teaching at present,which directly affect the effect of English reading teaching and the improvement of learns’ reading ability.Motivation plays a decisive role in English learning,having stronger reading motivation is a critical factor to promote students’ initiative for learning reading.However,the traditional English reading teaching based on grammar translation method ignores the needs of students,the teaching method is monotonous,the classroom atmosphere is tedious,and students are in a passive position.The single rigid teaching mode of reading stifles students’ reading interest,causes the lacking of reading motivation of students,affects the effect of reading teaching and then affects the improvement of students’ reading scores and reading ability.Professor Keller,an American psychologist,developed the ARCS motivation model,which is constituted by four motivation elements: attention,relevance,confidence and satisfaction.The model fully reflects the student-centered teaching concept,integrates motivation stimulation into teaching design,and provides an efficient reference for teachers how to carry out teaching design to stimulate students’ learning motivation and then improve students’ learning ability.Based on arousal theory,hierarchy of needs theory,self-efficacy theory and reinforcement theory,this study aims to regard stimulating students’ reading motivation as a breakthrough point,applies ARCS motivation model to junior middle school English reading teaching and explores if the English reading teaching based on this model can improve students’ reading motivation and then improve their reading ability.This study mainly explores the following three questions:(1)What are the impacts of English reading teaching based on ARCS motivation model on students’ reading motivation?(2)What impacts does the reading motivation have on students’ reading ability?(3)What are the impacts of English reading teaching based on ARCS motivation model on students’ reading ability?The results show that the English reading teaching based on ARCS motivation model is really effective.The application of this model has improved students’ reading motivation and then improved students’ reading ability.(1)After the experiment,the students’ overall reading motivation level and reading motivation levels in the four dimensions of attention,relevance,confidence and satisfaction are significantly improved.(2)There is a significant positive correlation between reading motivation and reading ability,that is,the stronger the students’ reading motivation is,the higher the students’ reading ability is.Improving students’ reading motivation is instrumental in the improvement of students’ reading ability.(3)After the experiment,students’ reading scores are significantly improved which indicates that students’ reading ability is significantly improved.Among which,the reading abilities of detail understanding,judgment and reasoning,summarizing the main idea are significantly improved,but the ability of guessing the meaning of the words is not significantly improved.In general,effective teaching results have been achieved in this study,but due to the limitations of the experimental period and the researcher’s own ability,there are also some deficiencies.Finally,this study puts forward some suggestions and future research prospects on the implement of ARCS motivation model in junior middle school English reading teaching,expecting to provide some reference to improve the effect of English reading teaching in junior middle school.