臺灣博碩士論文加值系統

本研究旨在探討英語聽力理解策略、五大人格特質與聽力理解三者之間的相關性，並探討聽力理解策略和五大人格特質對國小學生英語聽力理解的預測力。本研究採問卷調查法，以台北市及新北市國民小學共十班為研究樣本，總得有效問卷257份。研究工具包含三項測驗：聽力理解策略問卷、人格特質問卷及全民英檢聽力初級測驗。本研究的資料處理採用描述性統計分析、皮爾遜相關分析和逐步多元迴歸分析。
　　主要研究發現摘要如下：
一、人格特質如開放性、嚴謹性、親和性和後設認知聽力理解策略有顯著正相關。
二、開放性、嚴謹性、外向性、親和性人格特質對認知聽力理解策略和社會及情意策略有顯著正相關。
三、神經性人格特質和聽力理解策略的使用無相關。
四、聽力理解策略的使用和聽力理解有顯著正相關。
五、開放性人格和後設認知聽力理解策略的使用對英語聽力理解有正向預測力；外向性人格特質對英語聽力理解則有負向預測力。
　　根據上述研究結果，本研究分別對國小英語教學上的應用及未來研究提出具體建議。

This study aims to investigate the relations among listening comprehension strategy use, personality traits, and listening comprehension for elementary school students learning English as a foreign language (EFL). 257 sixth graders were selected and surveyed using two self-report scales, namely: Vandergrift’s Listening Comprehension Strategy Questionnaire (LCSQ) and Chinese version of Personality Traits Questionnaire (Huang, 2006) originally developed by Goldberg (1971). The LCSQ was carried out to gather data related to participants' use of cognitive strategies, metacognitive strategies, and socio-affective strategies. The personality scale was administered to measure participants' five personality traits, including Openness, Consciousness, Extraversion, Agreeableness, and Neuroticism. Participants were also tested by General English Proficiency Test (GEPT) to estimate their listening comprehension. The results indicated that: (a) Openness, Consciousness, and Agreeableness were positively related to the use of metacognitive strategies; (b) Openness, along with other traits, Consciousness, Extraversion, and Agreeableness, were also positively related to the use of both cognitive and socio-affective strategies; (c) Neuroticism had no relation with the use of all the three types of strategy; (d) the use of all the three types of listening comprehension strategy was positively related to listening comprehension; and
(e) Openness and use of metacognitive listening strategies were the two positive predictors of listening comprehension, whereas Extraversion was a negative one. As the findings suggested, EFL teachers may need to include strategy instruction in their lessons to help elementary school students with strong dispositions of Neuroticism apply appropriate strategies to better understand oral discourses.

Chinese Abstract i
English Abstract ii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER ONE INTRODUCTION 1
1.1 Background and rationale of the study 1
1.1.1 Listening skills and communication 1
1.1.2. Listening comprehension strategy 5
1.1.3. The Big-Five Model: Personality Traits 8
1.2 Purpose of the study 12
1.3 Significance of the study 14
1.4 Definition of Terms 15
1.4.1 Listening comprehension strategy 15
1.4.2 Big Five Factor Model (FFM) 16
1.4.3 Listening comprehension 17
CHAPTER TWO LITERATURE REVIEW 19
2.1 Listening Comprehension Strategy 19
2.1.1 Listening comprehension process 19
2.1.2 Listening comprehension strategies 26
2.2 Development of Big Five- Factor Model (BFFM) 31
2.2.1 Trait theory of personality 31
2.2.2 The Big Five-Factor Model (BFFM) 36
2.3 EFL learners’ listening comprehension strategies, their personality traits and their listening comprehension 50
CHAPTER THREE METHODOLOGY 53
3.1 Participants 53
3.2 Instruments 54
3.2.1 The GEPT Listening Comprehension Test 54
3.2.2 Listening Comprehension Strategy Questionnaire (LCSQ) 55
3.2.3 Personality Traits Questionnaire 57
3.3 Data Collection Procedures 60
3.4 Data Analysis 61
CHAPTER FOUR RESULTS 63
4.1 Reliability and Validity of LCSQ and Personality Traits 63
4.2 Pearson’s Correlation Coefficients for Listening Comprehension Strategies, Personality Traits, and Listening Comprehension 68
4.2.1 Pearson’s correlation coefficients for five personality traits and use of listening comprehension strategy 68
4.2.2 Pearson’s correlation coefficients for personality traits and listening comprehension 69
4.2.3 Pearson’s correlation coefficients for listening comprehension and use of listening comprehension strategy 70
4.3 Predictive Relations among Listening Comprehension Strategies, Personality Traits, and Listening Comprehension 72
4.3.1 Five personality traits as predictors of use of listening comprehension strategies 72
4.3.2 Personality traits and listening comprehension strategies as predictors of listening comprehension 77
CHAPTER FIVE DISCUSSION AND CONCLUSION 81
5.1 Discussion of Major Findings 81
5.2 Summary of the Major Findings 94
5.3 Conclusion and Implication 96
5.4 Limitation and Suggestion for Future Research 99
References 101
Appendices 117
Appendix A 117
Appendix B 120

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