臺灣博碩士論文加值系統

為提升大學生英文能力、加強競爭力，台灣各大專院校紛紛為學生訂定英檢
畢業門檻。本研究目的在於調查各不同學院大學生的英語聽力理解與聽力問題。
研究對象為429 位來自六個學院的大一學生，包含教育學院、文學院、管理學院、
工學院、理學院及技職教育學院。其中有18 位學生參與個人訪談，用以交叉比
對量化數據。研究工具包括全民英檢中級聽力測驗、聽力問題問卷以及訪談大
綱。問卷資料以SPSS 20.0 版進行描述性統計與單因子變異數分析；而訪談資料
則以逐字稿內容加以分析歸類。
研究結果顯示，第一，有四成大學生仍未通過全民英檢中級聽力及格門檻。
六個學院中，教育學院通過比率最高，技職教育學院通過比率最低。第二，對大
一學生而言，最主要的聽力問題是聽者個人因素，其次是聽力內容、聽力過程和
情緒因素。第三，除了環境因素，不同學院學生在聽者個人、考題題型、聽力內
容、聽力過程、情緒因素皆有顯著差異。技職教育學院學生比其他五個學院學生
遇到更多聽力問題。此外，文學院和管理學院學生的聽力問題來自於反應速度
慢，而工學院、理學院及技職教育學院學生認為字彙量太少為主要聽力問題，教
育學院、理學院及技職教育學院學生也表示造成學生聽力問題的主因為個人練習
不夠。最後，本論文針對大學英語教學上之應用、本研究的限制以及未來相關研
究提供進一步建議。

In order to improve the college students' English proficiency and enhance the competition, most colleges in Taiwan set up English graduation threshold. The present study aimed to investigate the English listening comprehension and listening problems of freshmen among different colleges. The subjects included 429 freshmen from six colleges, including Education, Arts, Management, Engineering, Science, and Technology &; Vocational Education. Then, 18 students were interviewed individually to triangulate the quantitative data.
Instruments adopted in the study included the General English Proficiency Test (GEPT) listening comprehension test at the intermediate-level, the English Listening Comprehension Problem Questionnaire (ELCPQ), and the Interview Guide. Descriptive statistics and one-way ANOVA were computed by SPSS version 20.0 to analyze the questionnaire data. The interviews data were transcribed verbatim and analyzed by categorizing and grouping the subjects’ responses.
First, the results showed that 40% university students were found to be far behind the threshold of the intermediate-level GEPT listening test. Among six colleges, the College of Education had the highest passing rate, and the College of Technology &; Vocational Education had the lowest passing rate. Second, it was found that the listener factor was university students’ major listening problems, followed by the input factor, the process factor, and the affect factor. Third, except the context factor, the result showed significant differences in five listening factors—the listener,
the task, the input, the process, and the affect factor among students from different colleges. Technology &; Vocational Education students encountered listening problems more frequently than students from other five colleges. Besides, Arts and Management students’ listening problems resulted from slow reaction speed whereas Engineering, Science, and Technology &; Vocational Education students considered that their limited vocabulary size was the major listening problem. Education, Science,
and Technology &; Vocational Education students also reported that personal inadequate practice in listening was the cause of problems.
Finally, pedagogical implications of the study were discussed. Also, limitations of the study were pointed out. Moreover, suggestions for further study were provided at the end of the thesis.

TABLE OF CONTENTS
ABSTRACT (Chinese) i
ABSTRACT (English) ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURE ix

CHAPTER ONE INTRODUCTION
Background of the Study 1
Rationale of the Study 8
Purposes of the Study 11
Research Questions 11
Definition of Terms 12
Significance of the Study 14

CHAPTER TWO LITERATURE REVIEW
Listening Comprehension Processes 15
Anderson’s Cognitive Framework 16
The HURIER Model 17
Rost’s Processing Models 20
Learner Process Models during Listening Tests 21
Learners’ Listening Test Performance 22
Factors Affecting Listening Test Performance 23
Studies on L2 Learners’ Performance on Listening Test 31
Factors Inducing L2 Listening Problems 33
Studies on Listening Problems 36
Studies on L2 Learners’ Listening Problems 36
Studies on L2 Listening Problems in Taiwan 40

CHAPTER THREE METHODOLOGY
Population 45
Subjects 46
Interviewees 47
Instrumentation 49
The GEPT Listening Comprehension Test 49
English Listening Comprehension Problem Questionnaire (ELCPQ) 50
The Interview Guide 53
Data Collection Procedures 54
Data Analysis 55
The Pilot Study 55
Reflections on the Pilot Study 59

CHAPTER FOUR RESULTS
Background Information of the Subjects 61
Results of the GEPT Listening Comprehension Test 65
University Students’ Listening Problems 75
Results of the Questionnaire 75
Results of the Interview 77
The listener factor 78
The input factor 79
The process factor 80
The affect factor 80
Differences in Listening Problems among Different Colleges 82
Results of the Questionnaire 82
Results of the Interview 88
College of Education 88
College of Arts 89
College of Management 90
College of Engineering 90
College of Science 91
College of Technology &; Vocational Education 91

CHAPTER FIVE DISCUSSION AND CONCLUSION
Summary of the Results 93
Discussion of the Results 95
Conclusion of the Study 106
Pedagogical Implications 107
Limitations of the Study 108
Suggestions for Further Study 109
BIBLIOGRAPHY 111

APPENDICES
Appendix A English Listening Comprehension Problem Questionnaire (Chinese Version) 127
Appendix B English Listening Comprehension Problem Questionnaire (English Version) 130
Appendix C The Interview Guide (Chinese Version) 134
Appendix D The Interview Guide (English Version) 135
Appendix E A Comparison of Students’ Listening Problems in Each Listening Item 136

LIST OF TABLES
Table 2.1 Problems Related to Different Phases of Listening Comprehension 37
Table 3.1 Sample Composition by the Subjects’ Colleges 46
Table 3.2 Listening Scores of the 18 Interviewees 48
Table 3.3 Structure of the GEPT Listening Comprehension Test 50
Table 3.4 The Categories and Subcategories of the Items in the Questionnaire 52
Table 4.1 Age of Onset in English 61
Table 4.2 Perception of the Importance of Listening 62
Table 4.3 Self-rating of Listening Ability 63
Table 4.4 Average Time Spent for Practicing English Listening in a
Week 64
Table 4.5 Ways of Practicing English Listening Outside Class 65
Table 4.6 The Pass and Fail Rates on the GEPT Listening Comprehension Test 66
Table 4.7 Students’ Performance on the GEPT Listening Parts from Six Colleges 68
Table 4.8 Failing Students’ Performance on the GEPT Listening Parts 70
Table 4.9 The Most Frequent Listening Problems Encountered by University Students 76
Table 4.10 A Comparison of Students’ Listening Problems in Each Listening Factor from Six Colleges 83
Table 4.11 A Comparison of Students’ Listening Problems in the Process Factor from Six Colleges 136
Table 4.12 A Comparison of Students’ Listening Problems in the Task Factor from Six Colleges 137
Table 4.13 A Comparison of Students’ Listening Problems in the Input Factor from Six Colleges 138
Table 4.14 A Comparison of Students’ Listening Problems in the Listener Factor from Six Colleges 140
Table 4.15 A Comparison of Students’ Listening Problems in the Affect Factor from Six Colleges 141
Table 4.16 The Top Three Listening Problems Encountered by University Students Among Different Colleges 86

LIST OF FIGURE
Figure 2.1 The HURIER model of listening process 18

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