臺灣博碩士論文加值系統

本研究在探討外語聽力焦慮對EFL的台灣大學生在聽力理解表現及聽力策略使用情形。研究對象為八十四位大學生，根據外語聽力焦慮量表、聽力策略問卷及英聽測驗分數後，將學生分成高/低焦慮組別進行研究。
研究發現如下:首先；聽力焦慮與外語聽力理解表現呈現顯著的負相關，這顯示學習者焦慮的增加與聽力理解表現的減少有相關連。其次，低焦慮組使用認知及補償策略比高焦慮組來的高，然而在記憶、後設認知、情感及社交策略上，兩組並無顯著差異。最後，學生在問卷上提供很多有關造成聽力焦慮的結果及如何降低聽力焦慮的方法。

The present study investigated the effect of listening anxiety on EFL college students’ listening comprehension and their strategy use. Eighty-four college students participated in this study. According to their response to a foreign language listening anxiety scale, a foreign listening strategy scale, and listen test, there were divided into high- and low-anxiety groups for further study. First, listening anxiety was negatively correlated with listening comprehension performance. This indicates that increases in learners’ anxiety were associated reductions in their listening comprehension performance. Second, Participants in the low-anxiety group used cognitive and compensation strategies more frequently relative to those in the high-anxiety group. However, there was no significant different in use of memory, metacognitive, affective and social strategies between the two groups. Final, according to students’ questionnaire responses, they mentioned what the causes the listening anxiety and offered some methods to reduce listening anxiety.

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

CHAPTER ONE INTRODUCTION
Background 1
Statement of the Problem 4
Purpose of the Study 6
Research Questions 7
Significance of the Study 7
Definition of Term 8

CHAPTER TWO LITERATURE REVIEW
Introduction 11
The Essence of Listening Comprehension 11
The Process of Listening Comprehension 12
The Effect of Visual Cues on Listening Comprehension 14
Difference Between First Language and Second Language Listening 16
The Components of Listening Comprehension 17
The Problem of Learning Listening Comprehension 21
Foreign Language Anxiety 23
Source of Foreign Language Anxiety 24
Studies of EFL Learners’ Listening Anxiety in Taiwan 25
Foreign Language Classroom Anxiety 26
Foreign Language Listening Anxiety 28
The Relationship Between Anxiety and Listening Comprehension
Performance 29
Foreign Language Listening Strategies 30
Direct Strategies 32
Memory Strategies 32
Cognitive Strategies 32
Compensation Strategies 33
Indirect Strategies 34
Metacognitive Strategies 34
Affective Strategies 34
Social Strategies 35
Listening Comprehension Strategies in Foreign Language Education 35
Studies of EFL Learners’ Listening Strategies in Taiwan 38
Variables Related to Listening Strategy Selection 40
Teaching Listening Strategies 40
Summary of Chapter Two 41

CHAPTER THREE METHODOLOGY
Introduction 42
Participants 42
Instruments 43
Listening Proficiency Test 44
Foreign Language Listening Anxiety Scale 44
Listening Strategy Scale 45
Open-Ended Questions 47
Procedures 47
Data Analysis 49
Quantitative Analysis 50
Qualitative Analysis 50

CHAPTER FOUR RESULTS
Correlation Between Anxiety and Listening Comprehension Performance 51
Correlation Between Anxiety and Listening Strategy Use 54
Difference in Listening Strategies Use Between the High-and-Low-Anxiety Groups 58
Difference in Listening Comprehension Performance Between the High-and-Low-Anxiety Groups 61
Factors Influencing Anxiety in Listening to English 62
Education System 63
English Deficiency 64
Examination Pressure 65
Personal Factors 66
Pronunciation Problems (Accents, Juncture, Intonation, Speed, and Vocabulary) 66
Listening Anxiety Reduction Methods 68
Personal Factors 69
Environment 69
Listening Opportunity 71
Teaching Methods 72
Chapter Summary 75

CHAPTER FIVE CONCLUSION
Pedagogical Implications 80
Study Limitations 81
Suggestions for Further Research 82

References 84
Appendices
Appendix A: Foreign Listening Anxiety Scale, Listening Strategy Scale & Questionnaire 90
Appendix B: NEW TOEIC Listening Test Form 94

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