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Improving English Listening Proficiency: The Application of ARCS Learning-motivational Model

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  • Jianfeng Zhang

Abstract

Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which means listening practice occupies so much time but the gains are so limited. Therefore, promoting the performance of listening proficiency is still a hot topic in English language teaching. The ARCS model, which includes four categories, is both motivational and also teaching model. So, this model can be utilized in college English listening teaching and learning to discuss how to stimulate the listening motivation and to improve listening proficiency as well as teaching performance.

Suggested Citation

  • Jianfeng Zhang, 2015. "Improving English Listening Proficiency: The Application of ARCS Learning-motivational Model," English Language Teaching, Canadian Center of Science and Education, vol. 8(10), pages 1-1, October.
    • Handle: RePEc:ibn:eltjnl:v:8:y:2015:i:10:p:1
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    Cited by:

    1. Yingting Zhang & Subadrah Madhawa Nair & Walton Wider, 2022. "The Effects of STAD Method on Chinese Students’ Motivation in Learning English Communicative Competence," World Journal of English Language, Sciedu Press, vol. 12(6), pages 1-39, September.
    2. Wu Yuntao, 2019. "Non-English Major Students’ Perception of Factors Influencing English Proficiency in China," English Language Teaching, Canadian Center of Science and Education, vol. 12(4), pages 157-157, April.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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