初級日語讀本課程的主要教學目的在教授基礎日語文法，幫助學生奠 定日語學習的根基，也藉此期待學生持續保有學習日語的興趣。但是，在 初學階段，多數學習者容易因為不熟悉日語的特性及學習方法而受挫，加 上教材中的文法練習多有機械化傾向，使得教學活動不易引起學生興趣。 有鑑於此，本研究嘗試將 Keller 所提出的 ARCS 動機理論融入教學策略與設 計，搭配筆者所開發之 JSPA 日文句型分析儀，協助學生進行主動學習。再 者，在成效驗證上運用 IMMS 教材動機量表、筆試測驗，以及教學回饋等 方式，來分析學習動機的品質。
本研究設計了一套為期 4 次課程的實驗教學，分階段進行講師授課、 學生分組討論、課後自主學習、口頭報告及學習成效驗證。實驗結果經過 各項數據統計及分析，得到以下 3 點結論:
1. 肯定結合 ARCS 動機理論所設計的教學活動，確實有利於誘發學生 的學習動機。
2. 透過 IMMS 量表的問卷調查得知學生的學習動機，在 R 相關要素和 C 信心要素上，品質高於 A 注意要素和 S 滿足要素。這說明了教材 的選擇的確符合學生的需求或能結合未來價值，並且透過討論與報 告等主動學習，也確實能帶給學生更多的學習信心。
3. 本實驗教學之學習成效確實反映於學生的測驗成績。
The main purpose of the Basic Japanese Reading and Grammar course is to teach basic Japanese grammar and lay the foundations for Japanese language learn- ing so that students can maintain their interest in continued language learning. However, at the beginning stage, most learners are easily frustrated because they are unfamiliar with the characteristics and learning methods of Japanese. In addition, the grammar exercises in the textbook tend to be mechanical, which makes the classroom activities less lively and interesting.
In view of this, this study attempted to integrate the ARCS motivation theory proposed by Keller into the teaching strategy and instructional design, together with a Japanese sentence pattern analyzer (JSPA) developed by the authors, to assist students in active learning. For validation, the IMMS motivation scale, writ- ten tests, and teaching feedback were collected to analyze the quality of learning motivation. A four-session experimental teaching program was designed, which included lecture, group discussion, post-class self-directed learning, oral report, and validation of learning outcomes. Based on the analysis of the experiment results, the following conclusions were obtained.
1. It is confirmed that the teaching activities designed by integration of the ARCS motivation theory contributed to the induction of learning motivation.
2.The IMMS scale revealed that the quality of student motivation was higher in
the Relevance and Confidence dimensions than in the Attention and Satisfaction dimensions. This indicates that the chosen teaching materials meet the needs of students or can be integrated with their perceived future values. Moreover, active learning through discussions and reports can indeed enhance students’ confidence in learning.
3. The learning outcomes of the experimental teaching were effectively reflected in the test results of students.