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在影响外语教学的诸多因素中,学习动机作为一种情感因素,已引起人们的普遍关注。而教师在外语课堂教学中对学生学习动机的激发与维持起着非常重要的作用。ARCS(注意、相关性、自信心、满意度)动机设计模式提供了系统的理论框架,能有效指导教师在教学中注重学生的学习动机进行教学设计。笔者探析的主要目的是通过将ARCS动机设计模式运用到大学英语教学中,解决大学英语教学中存在的动机问题,激发并维持非英语专业学生英语的学习动机。
Among the many factors influencing foreign language teaching, learning motivation has drawn people’s universal concern as an emotional factor. Teachers in foreign language classroom teaching on the motivation of students to stimulate and maintain a very important role. ARCS (Attention, Relevance, Self-Confidence, Satisfaction) Motivation Design Patterns provide a systematic theoretical framework that can effectively guide teachers in their teaching to focus on students’ learning motivation for teaching design. The main purpose of the author’s analysis is to solve the motivation problems in college English teaching by applying the motivation design pattern of ARCS to college English teaching so as to stimulate and maintain English learning motivation of non-English majors.