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.

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