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t hear or see enough of it or have sufficientopportunities to try it out. So Harmer believes that children and adults who acquire languagesuccessfully outside the context of the classroom seem to share certain similarities in theirlearning experiences. First, they are usually exposed to the language. Secondly, they aremotivated to learn the language. And finally, they have opportunities to use the language. He alsobelieves that “all these features of natural language acquisition can be difficult to replicate in theclassroom, but there are elements which we should try to imitate”. Like language learnersoutside schools, the students will need to be motivated, be exposed to the language and givenchances to use it. Therefore, we can find out the elements need presenting in a language learningclassroom to help students learn effectively, that is engage, study and activate. We can call thesethree elements “ESA” for short, which is also the origin of the term “ESA teaching model”.
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2.2 Theoretical Basis of ESA Teaching Model

2.2.1 Intrinsic Motivation Theory
Motivation theory, which consists of many kinds of theories describing motivation such asreinforcement theory, need theory, attribution theory, goal theory, expectancy-value theory andachievement motivation theory, is one of the most important parts of educational psychology.Since the behaviorist first devoted to the study of motivation, many researchers have conducted agreat number of researches on motivation, meanwhile, they have given many differentexplanations on the concept of motivation. For example, Printrich and Schunk (1978) considermotivation as “the process whereby goal-directed activity is instigated and sustained”. As toDornyei (1994) “motivation is one of the most elusive concepts is applied linguistics and indeedin educational psychology in general”. In Harmer’s opinion (1983), motivation is some kind ofinternal drive which encourages people to carry on a series of action and it comes from goals oneholds. However, there is not a consensus on the exact meaning of “motivation” and it is verydifficult to give a pure theoretical definition to “motivation”.
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Chapter Three Research Methodology .......21
3.1 Experimental Objectives ........21
3.2 Research Questions ....21
3.3 Research Subjects.......22
3.4 Research Instruments .......22
3.5 Research Procedures ........24
3.6 Data Collection and Analysis .......29
3.6.1 Data Collection.......29
3.6.2 Data Analysis....30
Chapter Four Results and Discussion .........31
4.1 Effects of ESA and Traditional Teaching Model.......31
4.2 Students’ Changed Interests in English Reading........37
4.3 Other Feedback about ESA Teaching Model .......41
4.3.1 Feedback from Students’ Interview......41
4.3.2 Feedback from Questionnaire about Students’ Opinions on ESA .......42
Chapter Five Conclusion ......44
5.1 Major Findings .....44
5.2 Pedagogical Implications .......44
5.3 Limitations and Difficulties....46
5.4 Suggestions.....46

Chapter Four Results and Discussion

4.1 Effects of ESA and Traditional Teaching Model on Students’ Reading Proficiency
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