臺灣博碩士論文加值系統

論文名稱 : 應用情境式聽力訓練對四年級生英語聽力表現及學習態度
之效益研究
校所組別 : 國立高雄師範大學英語學系應用英語碩士班
畢業時間 : 九十八學年度第二學期
指導教授 : 張玉玲 博士
研 究 生 : 戚居清
論文摘要 :
本研究旨在探討六種情境聽力訓練對國小四年級生英語聽力理解及學習態度之效益，情境式聽力訓練的目的為透過情境式教材及聽力練習活動來培養學生英語聽力及提升學生的學習態度。
本研究以國小四年級一個班級三十二位學生作為研究對象，實施為期十二週的情境式聽力訓練課程。情境式聽力訓練課程共有六種情境，主題分別是認識新朋友、到動物園、買水果、做早餐、文具店購物及製作母親節卡片。在資料分析方面，兼採量化及質化分析，本研究針對學生在英語聽力測驗結果，採用成對樣本t考驗比較實驗前後差異情形。另外，學生在情境式聽力訓練課程後的問卷回應，使用成對樣本t考驗及描述性統計, 以檢視情境式聽力訓練對學生學習英語的效益, 而學生對情境式聽力訓練課程的建議及其學習所得則採質化分析。
本研究的主要發現如下:　
一、學生在英語聽力理解能力上有顯著差異。根據學生後測的平均數高於
前測的平均數，顯示學生英語聽力理解能力明顯進步。
二、從前後測問卷反應比較實驗前後之表現，學生的學習態度有顯著差異，
學生的學習態度在本次訓練後明顯提昇。
三、學生的英語聽力困難原因主要有四點，一為有不懂意思的字詞，二為英
語句子過長，三為說英語的速度過快，四則是情緒焦慮。
四、學生對情境式聽力訓練反應良好，在聽力主題、聽力教材或聽力測驗內
容上，都呈現對本訓練持肯定的態度。同時，學生針對在情境中
訓練英語聽力，認為實物、圖片或海報皆可提高其英語聽力理解能力且對
英語學習更有興趣。
五、學生對情境式聽力訓練課程提出以下建議，首先，學生希望英語聽力
教材符合生活化且趣味化、英語句子能更簡單並簡短及會話中的英語
句子的量不要過多。再者，學生希望在英語聽力訓練課程中能提供實
物、圖片或海報來幫助聽力理解。對於英語聽力測驗，大多數學生希
望與本次訓練課程一樣的題型，如圈圈看或猜猜看的題型，認為較有
趣、較能吸引他們的興趣。
六、在情境式聽力訓練課程，學生的收穫分成三大部份，一為習得更多的
英語，二為增進英語聽力理解能力，三為加強學習英語的自信心。
依據以上的研究結果，建議EFL英語教師，尤其是國小英語教師，能將情境式聽力訓練融入英語課程中，可提昇學生的英語聽力理解能力及學習興趣。另外，也建議老師可設計適合不同程度的英語聽力教材，以符合不同學生的學習需要及興趣，建立良好英語聽力理解能力。

ABSTRACT

The study aims to investigate the effects of the situational English listening training (the SELT) on English listening comprehension and learning attitudes for fourth-grade students. Specifically, the situational English listening training was conducted with situational texts and listening practices, to help students develop good English listening comprehension and promote positive learning attitudes.
The subjects in this study were 32 fourth graders from one class in the elementary school. They were provided with the SELT for 12 weeks. The study focuses on the English listening training with six situational texts, including meeting new friends, going to the zoo, shopping in a fruit store, making sandwiches for breakfast, buying stationary in the book store and making a card for Mother. In terms of quantitative analysis, the subjects’ scores in the pretest and post-test were compared by a paired samples t-test. The subject responses to the questions in the questionnaires were analyzed by a paired samples t-test and descriptive analysis. Furthermore, the students’ suggestions and gains for the SELT were extracted and discussed qualitatively. Based on the data analyses, the main findings in this study are summarized as follows:
1.There is a significant difference in the comparison of the subjects’ English listening comprehension between the pretest and post-test. The increased mean score in the post-test shows that the SELT effectively enhanced the subjects’ English listening comprehension.
2.There are seven significant differences in the subjects’ responses to the learning attitudes before and after the SELT. From the increased mean scores, it indicates that the subjects had greater interests and more confidence in learning English than before.
3.According to the subjects’ responses after the SELT, the subjects’ English listening difficulties were generalized in four main factors, including unknown English words, English sentence length, the speed of speaking English and affective filter.
4.The subjects demonstrated positive responses to the SELT, including topics, listening materials and listening tests. They also held positive attitudes towards situational reinforcement. They considered that the SELT with pictures, posters or realias could help them develop good English listening comprehension.
5.After the SELT, the subjects made some suggestions for the SELT. They hope to have similar topics as the ones in the SELT, which are related to their daily life. In addition, they desire to have short English sentences in listening situations and expect to listen to the test questions in situations with realias, posters, or pictures to enhance their English listening comprehension.
6.After the SELT, the subjects’ gains from the SELT could be summarized in three aspects: learning more English, improving English listening comprehension and increasing confidence in English learning.

In brief, the SELT had positive effects on subjects’ English listening comprehension and learning attitudes, so it is suggested that EFL teachers incorporate the SELT in elementary school English curriculum. The SELT provides sample lessons of English listening training for elementary school teachers. To meet student’s different needs and interests, EFL teachers can choose different types of listening texts to teach English listening.

TABLE OF CONTENTS

CHAPTER ONE INTRODUCTION
Background and Motivation 1
Purposes of the Study 6
Research Questions 7
Significance of the Study 7
Limitation of the Study 8
Definition of Terms 9

CHAPTER TWO INTERATURE REVIEW
Nature of listening
Listening Comprehension 11
Listening Processes 12
Importance of Listening in Language Learning 13
Language Learning Attitudes
Nature of Learning Attitudes 18
Changes of Learning Attitudes 19
Language Learning Attitudes 20
Situational Language Teaching 22
Situational Listening Texts 24
Instructional Frameworks for Situational Language teaching 25
English Listening Training
Importance of English Listening Training 28
Research on Listening Training 29
Situational English Listening Training 31

CHAPTER THREE METHODOLOGY
Subjects 31
Instruments 33
The Pretest and Post-test of English Listening Comprehension 34
The Pre-study and Post-study Questionnaires on Situational English Listening Learning 35
Six Situational English Listening Texts 36
A Sample Lesson of Situational English listening
Training 37
Procedures 37
Data Analysis
Quantitative Analysis 39
Qualitative Analysis 39

CHAPTER FOUR RESULTS AND DISCUSSIONS
Comparison of the Subjects’ English Listening Comprehension Before and After the SELT 41
Comparison of the Subjects’ Learning Attitudes Before and After the SELT 43
The Subjects’ Listening Difficulties After the SELT 46
The Subjects’ Responses to the SELT 50
The Subjects’ Responses to Situational Reinforcement 56
The Subjects’ Suggestions and Gains from the SELT
The Subjects’ Suggestions for the SELT 59
The Subjects’ Gains from the SELT 62

CHAPTER FIVE CONCLUSIONS, IMPLICATIONS
AND SUGGESTIONS
Conclusions 65
Implications 68
Suggestions 70

REFERENCES 73

APPENDIXES
APPENDIX A-1 The Pretests of English Listening Comprehension 79
APPENDIX A-2 The Transcripts of the Pretest of English Listening Comprehension 85
APPENDIX B-1 The Post-tests of English Listening Comprehension 90
APPENDIX B-2 The Transcripts of the Post-test of English Listening Comprehension 96
APPENDIX C-1 The Pre-study Questionnaire on Situational English Listening Learning (An English Version) 101
APPENDIX C-2 The Pre-study Questionnaire on Situational
English Listening Learning
(A Chinese Version) 103
APPENDIX D-1 The Post-study Questionnaire on Situational English Listening Learning (An English Version) 105
APPENDIX D-2 The Post-study Questionnaire on Situational English Listening Training (A Chinese Version) 110
APPENDIX E Six Situational English Listening Texts 114
APPENDIX F A Sample Lesson of Situational English Listening Training 120
APPENDIX G-1 Reliability of the Pre-study Questionnaire on Situational English Listening Learning 123
APPENDIX G-2 Reliability of the Post-study Questionnaire on Situational English Listening Learning 124
APPENDIX H-1 Validity of the Pre-study Questionnaire on Situational English Listening Learning 126
APPENDIX H-2 Validity of the Post-study Questionnaire on Situational English Listening Learning 129

LIST OF TABLES AND FIGURES
Table
1.Comparison of the Subjects’ English Listening Comprehension between the Pretest and Post-test 42
2.Comparison of the Subjects’ Learning Attitudes Before and After the SELT 43
3.The Subjects’ Responses to the English Listening Difficulties After the SELT 47
4.The Subjects’ Responses to the SELT 51
5.The Subjects’ Responses to Situations A-F 52
6.The Subjects’ Responses to Situational Reinforcement 56
7.The Subjects’ Suggestions for the SELT 59
8.The Subjects’ Gains from the SELT 62
Figure
1.A Flow Chart of the Study Procedures 38

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