臺灣博碩士論文加值系統

本論文主要目的是在探討字詞搭配教學對於臺灣大學生英語聽力的影響。在這個研究中，總共有三十四位在科技大學主修英文的學生參與這個實驗，他們依據他們年級的不同而被分成二組，在連續的三個星期內，每一組學生分別接受了三種不同的教學法，包括：單一字的單字教學、字詞搭配教學和沒有教學。在每一種教學後，學生們要完成一個聽力測驗，每個測驗都包含了二篇取自於托福紙筆測驗中單人講述的聽力文章。
在實驗後，這些聽力測驗的成績分別被拿來做組內和組間的比較，前者是為了要探究不同的教學法是否會導致不同的教學結果；而後者是用以探討二個不同年級學生的表現是否一致。此外，研究者為了要探討受試者對於三種不同教學法的偏好和反應，在實驗階段的第四個星期便請他們填一份中文版的問卷調查。
根據統計軟體的顯示，受試者在接受了不同的教學法後所表現出來的聽力能力是有顯著的差異的，結果顯示受試者在字詞搭配教學後所實施的聽力測驗中表現的最好。但是，統計分析指出受試者的表現並沒有因為年級不同而有顯著的差異。另外，經由問卷調查所搜集的資料來看，這些受試者最喜歡字詞搭配教學，最不喜歡沒有教學。他們不但相信字詞搭配教學可以增進他們的英語聽力，還顯示出極大的意願去進一步了解英文的字詞搭配。

This study attempts to investigate the effect of direct teaching of lexical collocations on Taiwanese college EFL learners’ listening comprehension. There were thirty-four English majors in a university of science and technology participating in the present study. They were divided into two groups according to their academic levels. In a three-week period, each group received three different types of instruction: single-item vocabulary instruction, lexical collocation instruction, and no instruction in each class, and was requested to complete a listening comprehension test, consisting of two monologues adopted from the pencil-based TOEFL tests, right after the instruction.
The results of these tests were compared both within groups to examine if there are differences in listening comprehension as a result of different types of instruction and between groups to explore if the performances in two academic levels are coherent or not. In addition, the participants’ preferences and reactions in relation to the different types of instruction were elicited by the implementation of a Chinese-version questionnaire in the fourth week of this experiment.
According to the results demonstrated by the statistical program, a significant difference was found in listening comprehension among these participants based on the type of instruction they received. The results indicated that participants got the highest mean score in the comprehension test after lexical collocation instruction. Statistical analysis, however, revealed that there is no significant difference between the two academic levels in the listening comprehension in consequence of receiving no instruction, instruction on single-item vocabularies, and instruction on lexical collocations. Furthermore, the data collected from the questionnaire revealed that these participants selected the instruction on lexical collocations as the most favorite instruction type and no instruction was the least choice. They not only believed that receiving lexical collocation instruction enable them to strengthen their listening comprehension but also exhibited great willingness to know more about lexical collocations.

TABLE OF CONTENT

Chapter Page
ABSTRACT (CHINESE) i
ABSTRACT (ENGLISH) ii
ACKNOWLEDGEMENT iv
TABLE OF CONTENT v

I INTRODUCTION 1
1.1 Background 2
1.2 Purpose 3
1.3 Significance of the Study 4
1.4 Definition of Terms 5
1.5 Organization of the Thesis 6

II REVIEW OF THE LITERATURE AND RESEARCH ON
COLLOCATIONS 8
2.1 Collocations in ESL/EFL Education 8
2.2 Types of Collocations for ESL/EFL Learning 10
2.3 Empirical Studies of Collocations with Foreign English
Learners 12
2.4 Empirical Studies of Collocations with Taiwanese EFL
Learners 16
2.4.1 Empirical Studies Concerning Overall Knowledge
of Collocations 16
2.4.2 Empirical Studies with Direct Instruction on Collocations 19
2.5 Factors Contributing to the Difficulty of Listening
Comprehension 22


III THE RESEARCH METHODOLOGY 27
3.1 The Research Design 27
3.2 Setting of the Study 28
3.3 Participants 29
3.4 Instruments 30
3.5 Treatments 33
3.6 Data Collection and Procedures 36
3.7 Data Analysis 37
3.8 Summary 38

IV RESULTS AND DISCUSSIONS 40
4.1 Introduction 40
4.2 Results of the Listening Comprehension Tests 41
4.2.1 Arrangement of the Present Study 41
4.2.2 Results of the Significance Tests 42
4.2.3 Scores of the Listening Comprehension Tests 43
4.2.4 Scores of the Correct Items in Each Listening Passage 45
4.3 Results of the Questionnaire 46
4.3.1 Biodata of Participants 46
4.3.2 Difficulty of These Six Listening Passages 49
4.3.3 Participants’ Performance and Perception on Each
Listening Passage 50
4.3.4 Participants’ Preferences toward These Three Types of
Instruction 55
4.3.5 Participants’ Perception of Changes in Listening Habits 60
4.3.6 Participants’ Willingness to Know More about Lexical
Collocations 61
4.3.7 Participants’ Belief in Instruction in Lexical Collocations
to Enhance Their Listening Comprehension 63
4.3.8 Participants’ Suggestions toward the Present Study 64
4.4 Summary 65

V DISCUSSION AND CONCLUSION 68
5.1 Introduction 68
5.2 Findings and Discussions 68
5.2.1 Question 1 69
5.2.2 Question 2 71
5.2.3 Question 3 72
5.3 Pedagogical Implications for ESL/EFL Education 73
5.4 Limitations 75
5.5 Suggestions for Further Research 76
5.6 Conclusion 77

REFERENCES 78

APPENDICES 86

Appendix A English Version of Consent Form 87
Appendix B Chinese Version of Consent Form 88
Appendix C Six Listening Comprehension Passages and Questions…....89
Appendix D Questionnaire 101
Appendix E Word Lists for Single-item Vocabulary Instruction 104
Appendix F Types of Combination for Lexical Collocations 107
Appendix G Word Lists for Lexical Collocation Instruction 108

LIST OF TABLES

Table Page
1 Layout of Participants 30
2 Instruments & Procedures for Present Study 33
3 Arrangement of Three Types of Instruction and Three
Listening Comprehension Tests 42
4. Repeated Measures Analysis of Variance for Three Types of
Instruction and Two Academic Levels 43
5. Means and Standard Deviations for Holistic Scores from
Listening Comprehension Tests Based on Three Different
Types of Instruction 44
6. Mean Scores of Listening Comprehension Tests after Receiving
Three Different Types of Instruction between Two Academic
Levels 45
7 Mean Scores of Correct Items in Each Listening Passage 46
8 Frequency of Participants’ Age 47
9 Frequency of Participants’ Gender 47
10 Means of Participants’ Responses toward Questions 1, 2.1
& 2.2 48
11 Frequency of Participants’ Attitudes toward Watching/Listening
to English Programs 48
12 Mean Scores of Difficulty of these Six Listening Comprehension
Passages Based on the Participants’ Perception 49
13 Mean Scores of Sophomores’ Performance and Perception
on Each Listening Passage 50
14 Correlation between Sophomores’ Performance and
Perception 51
15 Mean Scores of Juniors’ Performance and Perception on Each
Listening Passage 52
16 Correlation between Juniors’ Performance and Perception 53
17 Mean Scores of Holistic Performance and Perception on Each
Listening Passage 54
18 Correlation between Holistic Performance and Perception 54
19 Participants’ Most Favorite Instruction Type 55
20 Participants’ Least Favorite Instruction Type 56
21 Participants’ Reasons for Choosing Lexical Collocation
Instruction as the Most Favorite Instruction Type 58
22 Participants’ Reasons for Selecting No Instruction as the
Least Favorite Instruction Type 59
23 Participants’ Reasons for Selecting Vocabulary Instruction as
the Least Favorite Instruction Type 60
24 Frequency of Participants’ Perception of Changes in Listening
Habits after Receiving Three Types of Instruction 61
25 Frequency of Participants’ Willingness to Know More about
Lexical Collocations 61
26 Participants’ Reasons for Knowing More about Lexical
Collocations 62
27 Frequency of the Participants’ Belief in Instruction in Lexical
Collocations to Enhance Their Listening Comprehension 63
28 Participants’ Reasons for Believing in Instruction in Lexical
Collocations to Enhance Their Listening Comprehension 64
29 Participants’ Comments or Suggestions for Materials and
Methods Adopted in This Study 65

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