臺灣博碩士論文加值系統

本論文旨在探討記憶活動對學生聽力理解的相關性。十五位私立女中高一的學生,因未能通過全民英檢聽力測驗而選作本實驗的研究對象。本研究為期十週，研究資料乃透過全民英檢聽力測驗前、後測、學習態度問卷和默寫週考成績來蒐集，進而以t檢定做分析。研究結果發現，10週的記憶教學活動能顯著增進研究對象的聽力理解能力,且發現每週的背誦成績,某種程度而言，可預測學習者在全民英檢的聽力理解測驗的表現。此外，多數研究對象承認記憶活動可以增加她們的字彙、片語和句子學習，並提升她們的閱讀速度和學習成就感，但是她們還是不喜歡記憶活動。最後，依據研究結果，提出多項建議，供後續相關研究參考。

This study aimed to explore the correlation of memorization activities to EFL learners’ listening comprehension. Fifteen 10th graders from a private senior high school in Taipei, who failed in the Elementary Level Listening Comprehension Test, were selected as the participants and received weekly memorization instruction, for 10 weeks. Research data were collected through a pretest, a posttest, weekly recitation quizzes, and attitude questionnaire and analyzed with independent t-test. The major findings of the study were that memorization activities promoted participants’ listening comprehension ability significantly and the scores of weekly recitation tests might predict the performance in the GEPT test. Furthermore, most of participants believed that weekly memorization activities improved their vocabulary, phrases, and sentences learning and enhanced their reading speed and sense of achievement even though few of them enjoyed weekly memorization activities. Finally, based on the findings, some suggestions for pedagogical implications and future studies were offered.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Research Purpose 4
Research Questions 5
Significances and Limitations 5
Definition of Terms 6
Memorization 6
Weekly memorization activities 6
Low-proficiency group (LPG) 7
CHAPTER TWO LITERATURE REVIEW 9
Memory Theories 9
Information-processing theory 9
Memorization and understanding 13
Meaningful learning theory 16
Listening comprehension 17
Scaffolding theory 19
CHAPTER THREE METHODOLOGY 21
Research Design 21
Setting 21
Participants 22
The researcher 23
Teaching materials 23
Textbooks and memorized texts 23
Procedure of experimemtal instruction 33
Data Collection 39
GEPT Elementary Listening Comprehension Test (2010) 39
Attitude Questionnaire 41
Data Analysis 42
CHAPTER FOUR RESULTS AND DISCUSSIONS 45
Effects of Weekly Memorization Activities on Students’Listening Comprehension 45
Individual Performance of the LPG in the GEPT Listening Comprehension Test 47
Participants’Attitudes toward the Use of Weekly Memorization Activities 52
Strengths of Weekly Memorization Activities 52
Appropriateness of the Materials Used 56
Preference toward the Weekly Memorization Activities 58
Participants’ Frequency, Methods and Preference of the Use of Memorization 60
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 67
Conclusions 67
Pedagogical Implications 69
Suggestions for Future Research 72
REFERENCE 75
APPENDICES 79
A: Samples of Recitation 79
B: Scripts of GEPT Elementary Listening Comprehension Test 88
C: GEPT Elementary Listening Comprehension Test 91
D: Participants’Attitude Questionnaire (English Version) 98
E: Participants’ Attitude Questionnaire (Chinese Version) 100
F: Participants' Listening Comprehension Scores 102
G: Lesson Plan for The LPG 103

LIST OF TABLES
Table 2-1 David Kemper's Characteristics of Learning Approaches 12
Table 3-1 Teaching Points of the Chosen Texts 24
Table 3-2 Rating Criteria for GEPT Recitation Test 35
Table 3-3 Weekly Schedule and Assigned Memorized Texts 37
Table 4-1 Listening Comprehension Pre-Posttest Scores in the LPG 46
Table 4-2 Performance on Pre-Post test of the LPG
Table 4-3 The LPG's Scores on Weekly Recitation 48
Table 4-4 Comparison between GEPT Progress and Gained Scores of Weekly Recitation 49
Table 4-5 Participants’Opinions’of the Strengths of Weekly Memorization Activities 53
Table 4-6 Comparisons of the Participants’Evaluation on the Materials 57
Table 4-7 Participants’Preference toward the Weekly Memorization Activities 58
Table 4-8 Participants’ Frequency, Methods and Preference of the Use of Memorization 60

LIST OF FIGURES
Figure 2-1 Chunking and Age 11
Figure 3-1 Research Procedure 38

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