運用ARCS動機理論融入外語教學之學習成效研究：以初級日語讀本課程為例

The Learning Effectiveness of Foreign Language Instruction Integrated with the ARCS Motivation Theory: A Case Study Using a Basic Japanese Reading and Grammar Course

蔡佩青(Pei-Ching TSAI) ； 魏世杰(Shih-Chieh WEI)

《輔仁外語學報》 18期 (2022/02) Pp. 33-67

摘要

初級日語讀本課程的主要教學目的在教授基礎日語文法，幫助學生奠定日語學習的根基，也藉此期待學生持續保有學習日語的興趣。但是，在初學階段，多數學習者容易因為不熟悉日語的特性及學習方法而受挫，加上教材中的文法練習多有機械化傾向，使得教學活動不易引起學生興趣。有鑑於此，本研究嘗試將Keller所提出的ARCS動機理論融入教學策略與設計，搭配筆者所開發之JSPA日文句型分析儀，協助學生進行主動學習。再者，在成效驗證上運用IMMS教材動機量表、筆試測驗，以及教學回饋等方式，來分析學習動機的品質。本研究設計了一套為期4次課程的實驗教學，分階段進行講師授課、學生分組討論、課後自主學習、口頭報告及學習成效驗證。實驗結果經過各項數據統計及分析，得到以下3點結論：1.肯定結合ARCS動機理論所設計的教學活動，確實有利於誘發學生的學習動機。2.透過IMMS量表的問卷調查得知學生的學習動機，在R相關要素和C信心要素上，品質高於A注意要素和S滿足要素。這說明了教材的選擇的確符合學生的需求或能結合未來價值，並且透過討論與報告等主動學習，也確實能帶給學生更多的學習信心。3.本實驗教學之學習成效確實反映於學生的測驗成績。

關鍵字

ARCS動機理論 ； IMMS教材動機量表 ； JSPA日文句型分析儀 ； 日語教學 ； 主動學習

並列摘要

The main purpose of the Basic Japanese Reading and Grammar course is to teach basic Japanese grammar and lay the foundations for Japanese language learning so that students can maintain their interest in continued language learning. However, at the beginning stage, most learners are easily frustrated because they are unfamiliar with the characteristics and learning methods of Japanese. In addition, the grammar exercises in the textbook tend to be mechanical, which makes the classroom activities less lively and interesting. In view of this, this study attempted to integrate the ARCS motivation theory proposed by Keller into the teaching strategy and instructional design, together with a Japanese sentence pattern analyzer ( JSPA) developed by the authors, to assist students in active learning. For validation, the IMMS motivation scale, written tests, and teaching feedback were collected to analyze the quality of learning motivation. A four-session experimental teaching program was designed, which included lecture, group discussion, post-class self-directed learning, oral report, and validation of learning outcomes. Based on the analysis of the experiment results, the following conclusions were obtained. 1. It is confirmed that the teaching activities designed by integration of the ARCS motivation theory contributed to the induction of learning motivation. 2. The IMMS scale revealed that the quality of student motivation was higher in the Relevance and Confidence dimensions than in the Attention and Satisfaction dimensions. This indicates that the chosen teaching materials meet the needs of students or can be integrated with their perceived future values. Moreover, active learning through discussions and reports can indeed enhance students' confidence in learning. 3. The learning outcomes of the experimental teaching were effectively reflected in the test results of students.

並列關鍵字

ARCS motivation theory ； instructional material motivation scale (IMMS) ； Japanese sentence pattern analyzer (JSPA) ； Japanese language teaching ； active learning

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