优化英语教学：ARCS动机模型和基于任务的大学语言教学

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL Learning and Motivation Pub Date : 2024-08-01 DOI:10.1016/j.lmot.2024.102028

Shali Jin

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引用次数: 0

摘要

本研究探讨了利用 ARCS 激励模式和任务型语言教学法（TBLT）优化初中英语教学的问题。ARCS 模式强调注意力、相关性、自信心和满意度，以提高学生的学习积极性，而 TBLT 则将语言学习融入真实生活情境。该研究通过 Moodle 实施，促进了学生的参与、批判性思维和语言能力。研究结果表明，学生的学习兴趣和理解能力都得到了提高，凸显了该方法的有效性。研究还讨论了在不同教育背景下实施 TBLT 所面临的挑战。该研究强调了将激励策略与实际语言应用相结合，以实现有效英语教学的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Optimizing english teaching: ARCS motivation model and task-based language teaching in university

This study investigates the optimization of junior high school English teaching using the ARCS motivation model and Task-Based Language Teaching (TBLT). The ARCS model emphasizes attention, relevance, confidence, and satisfaction to enhance student motivation, while TBLT integrates language learning into real-life situations. Implemented through Moodle, the study fosters student engagement, critical thinking, and language proficiency. Results show improved student interest and comprehension, highlighting the approach's efficacy. Challenges in implementing TBLT in diverse educational contexts are also discussed. The study underscores the potential of combining motivational strategies and practical language application for effective English teaching.

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.