A Study On English Grammar Teaching In Senior High School Guided By ARCS Motivation Model

English grammar is an essential part of English language teaching.According to the actual situation of English grammar teaching in senior high schools,the problem of students’ lack of motivation to learn is common,but related studies have mainly adopted single qualitative approaches.The effectiveness of the ARCS Motivation Model has been demonstrated in English subject teaching,but the actual effects in English grammar teaching have yet to be confirmed by the majority of teachers in their teaching practice.Therefore,this study combines the ARCS Motivation Model with grammar instructional design through a quantitative and qualitative approach to improve students’ English grammar achievements and enhance students’ motivation levels in four areas: attention,relevance,confidence and satisfaction.It also explores the correlation between students’ grammar achievements and motivation in ARCS,and integrates motivational tactics with instructional tactics to improve the instructional design in order to provide more ideas for English grammar teaching in senior high schools.Based on ARCS Motivation Theory and Three-Dimensional Grammar Framework,this study integrates the ARCS Motivation Model with grammar instructional design and aims to explore the following three research questions:(1)What effect does ARCS-based English grammar teaching model have on students’ grammar achievements?(2)What effect does ARCS-based English grammar teaching model have on students’ motivation level in attention,relevance,confidence and satisfaction?(3)After ARCS-based English grammar teaching model,what correlation between English grammar achievements and motivation level in ARCS four parts?Two parallel classes in grade one from a senior high school in Lanzhou are chosen for this study’s teaching experiment,which lasts four months.There are 48 students in the control class and 45 students in the experimental class.Research instruments include pre-test,post-test and Course Interest Survey(CIS)questionnaire.The experimental class is taught English grammar under the ARCS Motivation Model and the control class is instructed in English grammar under the PPP model.This teaching experiment combines the systematically motivational design process embedded in the ARCS Motivation Model with a design for English grammar teaching,which consists of ten steps.Data analysis through SPSS 24.0reveals that(1)English grammar instruction guided by the ARCS Motivation Model results in more significant improvement in grammar achievements than PPP model.(2)English grammar instruction guided by the ARCS Motivation Model is more significantly enhanced than PPP model in increasing students’ attention,relevance,confidence and satisfaction.(3)English grammar achievements positively and significantly relate to attention,relevance,confidence and satisfaction.In addition,attention,relevance and satisfaction positively and significantly affect English grammar achievements.In conclusion,this study shows that the use of the ARCS Motivation Model in the process of English grammar teaching is not only helpful in improving students’ grammar achievements,but also effective in stimulating and maintaining students’ attention,relevance,confidence and satisfaction.Finally,based on the results of the teaching experiment,the main findings and teaching implications of the study are summarized,and the limitations of the study are pointed out and suggestions are made.