臺灣博碩士論文加值系統

本研究旨在探討電腦輔助語言教學與聽力策略對第二外語學習者聽力理解之影響。本研究以為期兩個月的實驗方式進行，將中部某一國中的四十八位一年級學生分為三組，分別為控制組、電腦輔助教學組、電腦輔助教學加聽力策略教學組。研究工具包含線上英語學習網站、聽力理解試題以及聽力理解策略運用暨電腦輔助教學滿意度意見調查問卷。參與者在經過兩個月的教學實驗後，進行聽力理解測驗。經過雙因子共變數分析考驗後，各組間聽力測驗成績有顯著差異。聽力理解策略運用問卷資料經卡方檢定分析後，高低分組對後設認知策略、認知策略與社會情意策略看法，並無顯著的差異，但總體參與者對不同策略之運用存在顯著差異。電腦輔助教學滿意度意見調查問卷資料經卡方檢定分析後，高低分組對介面設定、課程設計與整體設計看法，並無顯著的差異。本實驗研究結果如下:
(1) 在電腦輔助教學情境下，接受聽力策略教學組在聽力理解測驗中表現最好。
(2) 在電腦輔助教學情境下，接受聽力策略教學組中聽力程度好之學生在聽力理解測驗上表現最好。
(3) 控制組與電腦輔助教學組在聽力理解測驗表現上有顯著性差異，亦即電腦輔助教學組在聽力理解測驗中表現較佳。
(4) 在電腦輔助教學情境下，聽力程度好與聽力程度低之學生在聽力理解測驗上有顯著性差異。
(5) 程度好與程度低之學生使用各聽力策略頻率使用上並無顯著性差異，亦即程度好與程度低之學生使用各聽力策略有相似看法。然而，所有受試者在各聽力策略使用上有顯著性差異。亦即受試者認為部分聽力策略對其聽力有幫助且經常運用某些聽力策略。
(6) 大部分參與者對電腦輔助教學抱持正面的態度並能接受此種方式輔助聽力學習。
根據以上結果，此研究對於電腦輔助教學與聽力策略提出以下建議: (1) 教師可教導學生聽力策略以減少聽力困難，(2) 教師多鼓勵程度低學生以積極的態度學習並使用聽力策略，(3) 教師可嘗試運用電腦輔助教學以增進學生聽力策略之學習，進而促進學生之聽力理解能力。

The main purpose of the present study is to investigate the effects of CALL and listening strategies on junior high school students’ listening comprehension in Taiwan. The participants sampled for this study were 48 students of a junior high school in central Taiwan. Participants were assigned to one control group and two experimental groups, with 16 students in each group. Before the experiment, a pretest was conducted. Then the control group received the listening training in the classroom, the traditional setting. One of the experimental groups received the listening training in the CALL setting and the other group received the listening training and was meanwhile taught listening strategies in the CALL setting. The listening training lasted for two months, 2 hours in each week. After the two-month experiment, participants did the listening comprehension posttest. Only the experimental group who received the listening strategies filled out a questionnaire. To answer the research questions, two-way analysis of covariance (ANCOVA) and Chi-square (X 2) test were conducted. The results of data analysis are summarized as follows:
(1) Significant difference is found between groups, resulted from listening strategy instruction.
(2) Listening practice in the CALL setting is found to be more effective than in the traditional setting.
(3) The effects of listening strategy instruction and CALL are more significant for English high-proficient participants than low-proficient participants.
(4) Students are in favor of certain listening strategies. However no significant difference is found between students of high and low English proficiency in the use of listening strategies.
(5) Participants hold positive attitudes toward CALL in enhancing their listening abilities.
Based on these major findings, some pedagogical implications are provided: (1) language teachers should instruct students listening strategies to enhance their listening comprehension, (2) language teachers encourage low-proficient students to actively employ listening strategies, and (3) language teachers integrate CALL in the English curriculum to enhance students’ listening strategy use and listening comprehension.

TABLE OF CONTENTS

COVER PAGE
SIGNATURE
AUTHORIZATION…………………………………………………………………iii
ABSTRACT (Chinese)……………………………………………………………….iv
ABSTRACT (English)…………………………………..……………………………vi
ACKNOWLEDGEMENT…………………………………………………………viii
TABLE OF CONTENTS…………………………………………………………….ix
LIST OF FIGURES………………………………………………………………....xii
LIST OF TABLES………………………………………………………………….xiii

Chapter I. INTRODUCTION
1.1 Background and Motivation of the Study…………………………………….1
1.2 Statement of the Problem……………………………………………………..6
1.3 Purpose of the Study………………………………………………………….8
1.4 Research Questions…………………………………………………………...8
1.5 Significance of the Study……………………………………………………..9
1.6 Definition of Terms…………………………………………………………...9
1.7 Limitation …………………………………………………………………..11
Chapter II. LITERATURE REVIEW
2.1 Listening…………………………………………………………………….12
2.2 Factors Affecting Listening Comprehension………………………………..14
2.3 Learning Strategies Used in Listening Comprehension and the Instruction..16
2.4 Learning Behavior under CALL Setting…………………………..………...21
Chapter III. METHODOLOGY
3.1 Design of the Study………………………………………………………….29
3.2 Participants………………………………………………………………….30
3.3 Sampling Method……………………………………………………………31
3.4 Instruments………………………………………………………………….32
3.4.1 The Inventory of Listening Strategy…………………………………32
3.4.2 Listening Teaching Materials………………………………………...34
3.4.3 The Listening Comprehension Test………………………………….35
3.4.4 The Questionnaire……………………………………………………35
3.5 Procedure……………………………………………………………………36
3.6 Data Analysis………………………………………………………………..38
3.7 Pilot Study…………………………………………………………………...39
3.8 Summary…………………………………………………………………….41
Chapter IV. RESULTS AND DISCUSSION
4.1 Effects of Listening Strategy Instruction……………………………………42
4.2 Effects of CALL…………………………………………………………….47
4.3 Students’ Perceptions toward Listening Strategies………………………….48
4.3.1 Students’ Perceptions toward Metacognitive Strategies………………49
4.3.2 Students’ Perceptions toward Cognitive Strategies…………………...50
4.3.3 Students’ Perceptions toward Social/Affective Strategies…………….52
4.4 Students’ Attitudes toward CALL…………………………………………...53
4.4.1 Students’ Attitudes toward the Interface Design………………………54
4.4.2 Students’ Attitudes toward the Curriculum Design…………………...56
4.4.3 Students’ Attitudes toward the Overall Design………………………..58
4.5 Summary of the Results……………………………………………………..60
Chapter V. CONCLUSIONS AND SUGGESTIONS
5.1 Summary of Main Findings…………………………………………………61
5.2 Pedagogical Implications……………………………………………………64
5.3 Suggestions for Further Researches…………………………………………70
5.4 Conclusion…………………………………………………………………..71

REFERENCES……………………………………………………………………...72
Appendix A On-line English Courseware of DaYeh University…………………...80
Appendix B Listening Teaching Materials……………………………………........84
Appendix C Listening Comprehension Test………………………………………..93
Appendix D Questionnaire…………..……………………………..………………98

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