從ARCS模式探討英語學習動機之激發策略

Research on Strategies for Stimulating the Motivation of English Learning-Using ARCS Model as a Framework

王珩(Heng Wang)

《臺中教育大學學報：人文藝術類》 19卷2期 (2005/12) Pp. 89-100

https://doi.org/10.7037/JNTUHA.200512.0089

摘要

Keller(1987a，1987b)將動機的激發劃分為四個主要項目：注意(Attention)、相關(Relevance)、信心(Confidence)、滿足(Satisfaction)，簡稱為ARCS。有鑒於現前台灣學生從國小到大專英語學習動機皆存有低落之現象，本文乃從Keller的ARCS動機理論出發，援引此項理論模式，探討國內英語教學在動機激發上可採用之策略並提供建言，以為教學之參考，從而達到提昇英語教學之績效。

關鍵字

ARCS ； 動機 ； 教學設計

並列摘要

John M. Keller (1987a, 1987b) of Florida State University developed an ARCS model that enhances learning motivation on education. ARCS identifies four essential strategy components for designing motivating instruction: Attention Strategies, Relevance Strategies, Confidence Strategies and Satisfaction Strategies.
In view of the symptom of low motivation on learning English which exists from elementary schools to universities in Taiwan, it is necessary to apply instructional strategies on motivation. The purpose of this study is to review related literature and to suggest some strategies for stimulating the motivation based upon Keller's ARCS model. This study will briefly describe the components of ARCS model, and will outline some of the ways in which ARCS model may be applied to instructional design in English classroom.

並列關鍵字

ARCS ； motivation ； instructional design