近年来，国内学者关于ARCS动机模型在英语教学领域的研究成果日趋丰富，给该模型在教学实践中的运用提供了参考。

在从事一线教学工作期间，研究者发现学生每逢上听力课的时候就提不起精神，由于本届学生高考不考听力，他们缺乏听力学习动机，从而阻碍了其听力水平的提升。基于此，本研究旨在运用ARCS动机模型设计高中英语听力课程，激发学生学习英语听力课的动机。

为了实现这一目标，研究者在2020-2021学年秋季学期进行了为期三个月的行动研究，并在行动计划实施过程中对教学反思、ARCS兴趣问卷和访谈数据进行和整理，通过分析数据解答关键的研究问题，同时指出研究中出现的新问题以及下一步的研究方向。

通过本次行动研究，研究者总结出了基于ARCS模型提升学生英语听力学习动机的教学策略。依据注意（Attention）中的各项子策略，教师要通过活用教授方式、类比举例、出其不意等手段来吸引学生持续参与到学习活动之中。关联（Relevance）中的各项策略给教师在教学设计中如何处理教学目标、设计教学活动提供了建议。在教学中，教师要设计多种不同的挑战性任务来增加学生的成功体验，还可以采用“积分制”来吸引学生积极参与课堂活动，从而建立学生对于成功的期望、增加其自信（Confidence）。此外，教师要创设真实情境，通过传授技能帮助学生解决实际生活中的问题；在评价中，教师要坚持公平公正的原则，还要对表现优异的个人和团队给予一定物资或精神层面的奖励，帮助其在完成任务的过程中获得满足感（Satisfaction）。

研究发现基于ARCS模型设计的英语听力课堂对氛围动机因子的提升作用最为显著，其次是自我效能感、兴趣动机和决心动机，对竞争动机和价值动机因子的提升作用相对较弱，对回避动机因子具有明显的降低作用。同时，研究数据表明学生的英语听力学习主要动机由原来的外部动机和工具性动机转向内在动机和主观努力，他们开始将听力技能视作自己学习和成长中必不可少的一部分，愿意通过努力和坚持去提升自己的听力技能。此外，ARCS模型对内在动机和外在动机的影响是有差异的，相比外在动机，ARCS模型对内在动机的提升效果更为显著。

基于ARCS动机模型的英语听力课堂有效激发了学生的学习兴趣，并通过一系列教学活动的实施让学生看到了自己在学习过程中取得的成果和进步，从而增加了他们的自信心和成就感，唤醒了学生学习英语听力的内驱力。本研究为运用ARCS动机模型改善英语听力教学提供了参考，验证了该模型在英语教学领域的应用价值。

In recent years, the domestic research results on ARCS Model in the field of English teaching have become increasingly rich, which provides a reference for the application of the model in teaching.

During teaching, the author found that the students were not active in listening classes. As the current college entrance examination does not test listening, the student lack listening learning motivation, which hinders the improvement of their listening ability. Based on this, this study aims to use ARCS Model to design senior high school English listening course and stimulate students’ motivation to learn English listening.

To achieve this objective, a three-month action research was conducted in the fall semester of the 2020-2021 academic year, and the teaching reflection, ARCS Interest Questionnaire and interview data were classified and sorted during the implementation of the action plan. By analyzing the data, the key research questions were answered, and the new problems in the research and the further research suggestions were discussed.

Through this research, the researcher summarizes the teaching strategies to improve students’ English listening learning motivation based on ARCS model. According to the sub strategies in Attention, teachers should attract students to continue to participate in learning activities by means of flexible use of teaching methods, analogy and examples, surprise and so on. The strategies in Relevance provide suggestions on how to deal with teaching objectives and design teaching activities. In teaching, teachers should design a variety of challenging tasks to increase students’ successful experience. Teachers can also use the “point system” to attract students to actively participate in classroom activities, so as to establish students’ expectations for success and increase their confidence. In addition, teachers should create real situations and help students solve problems in real life. To make a good evaluation, teachers should adhere to the principle of fairness and justice, and give certain material or spiritual rewards to individuals and teams with excellent performance to help them obtain satisfaction in the process of completing tasks.

The research found that the English listening class based on ARCS Model has the most significant effect on the promotion of atmosphere motivation factors, followed by self-efficacy, interest motivation and determination motivation. It has a relatively weak effect on the promotion of competition motivation and value motivation factors, and greatly reduces students’ avoidance motivation. Besides, the research data presented that the main motivation of students’ English listening learning has changed from external motivation and instrumental motivation to internal motivation and subjective effort, which shows the students begin to regard listening skills as an indispensable part of learning and growth, and are willing to improve their listening skills through efforts and persistence. Furthermore, the effects of ARCS Model on intrinsic motivation and extrinsic motivation are different. Compared with extrinsic motivation, ARCS model has a more significant effect on intrinsic motivation.

The result shows that English listening class based on ARCS Model effectively stimulates students’ interest in learning, and enables students to see their achievements and progress in the learning process through the implementation of a series of teaching activities, which increases their self-confidence and sense of achievement and awakens students’ internal drive to learn English listening. This study provides a reference for improving English listening teaching by using ARCS Model, and verifies the value of the model in the field of English teaching.