臺灣博碩士論文加值系統

本研究旨在探討聽力策略教學對台灣國小學生英語聽解力和聽力策略使用之影響。此外，本研究也探討台灣國小學生對聽力策略教學的態度。研究對象為中部地區公立國小五年級兩班共六十三位的學生，實驗組接受聽力策略教學輔以學習日誌，而控制組接受傳統聽力教學，而沒有輔以明顯的聽力策略教學。此聽力策略教學實驗歷時十週。實驗對象接受八週的聽力教學，每週一次，每次四十分鐘。
本研究總共教授四個聽力策略：事前組織、導正注意、再次檢查和評估表現。本實驗研究工具共六種，包括：個人英語學習背景問卷、英語聽力測驗、聽力策略問卷、立即後測、聽力魔法學習日誌和對聽力策略教學態度問卷。本研究採用SPSS 獨立樣本T檢定和配對T檢定來做英語聽力前測、四個立即後測和英語聽力後測的量化分析。
透過實驗結果, 本研究驗證，實驗組在接受聽力策略教學之後英語聽解力有顯著進步，顯示聽力策略教學能提昇台灣國小學生的英語聽解力。另外，實驗組在聽力策略問卷的調查表現明顯優於控制組，這表示聽力策略教學的介入，可以提升學生使用聽力策略的頻率次數。再者，大部份實驗組的學生對聽力策略教學抱持肯定的態度，在聽力策略教學之後，學生覺得聽英語時比較不會緊張,，並對自己的英文聽力更有信心。

This study investigates the effect of listening strategy instruction on elementary school EFL student’s English listening comprehension. Moreover, the attitudes of Taiwanese elementary school EFL students toward the explicit listening strategy instruction are explored. The present study is conducted on two fifth grade classes in a public elementary school in central Taiwan. Sixty-three students participated in this study. The students in the experimental group received listening strategy instruction supported with learning journals, whereas the students in the control group received traditional listening instruction without the support of explicit listening strategies. The study lasted for 10 weeks, and the students received a 40-minute listening instruction once a week for 8 weeks.
The four selected listening strategies are advance organization, directed attention, double-check monitoring, and performance evaluation. Five instruments adopted in the study are the English learning background questionnaire, the English listening comprehension test, the immediate posttests, learning journals and the attitude toward the listening strategy instruction questionnaire. The data from the listening comprehension pretest, the immediate posttests, and the listening comprehension posttest are analyzed by means of the independent t-tests and paired t-tests on the SPSS version 13.0.
The results revealed that the experimental outperformed the control group in the four immediate listening posttests and the listening comprehension posttest, indicating that the listening strategy instruction could effectively enhance elementary school EFL student’s English listening comprehension. Furthermore, the results of the attitude toward the listening strategy instruction questionnaire administrated indicated the students in the experimental group held positive attitudes toward the listening strategy instruction. After the listening strategy instruction, EFL students felt less nervous when they heard English and had more confidence in their English listening.

CHAPTER ONE INTRODUCTION 1
Background and Motivation 1
Purpose of the Study 5
Research Questions 5
Significance of the Study 6
Definitions of Terms 7
Organization of the Study 9
CHAPTER TWO LITERATURE REVIEW 11
Listening Comprehension in Language Learning 11
The Significance of Listening Comprehension 12
The HURIER Listening Process Model 14
Listening Difficulties of EFL Learners 17
Listening Comprehension Strategies and Listening Comprehension 19
Theory of Listening Comprehension Strategies 20
Theories of Listening Strategy Instruction 24
Studies of Listening Strategy Instruction 29
Learning Journals in Language Learning 34
Learning Journals in Listening Comprehension 35
Listening Strategy Instruction Supported with Learning Journals 37
CHAPTER THREE METHODOLOGY 41
Subjects 41
Listening Strategies 42
Instruments 44
English Learning Background Questionnaire 44
The English Listening Comprehension Tests as Pretest and Posttest 44
Learning Journals 46
Immediate Posttests 46
Attitude toward the Listening Strategy Instruction Questionnaire 47
Teaching Materials 47
Research Design 49
Procedures 54
Data Analysis 56
CHAPTER FOUR RESULTS AND DISCUSSION 58
Results of the English Listening Comprehension Pretest 58
Results of the English Listening Comprehension Posttests and Immediate Posttests 59
Results of the Attitude Questionnaire 63
CHAPTER FIVE CONCLUSION 71
Summary of Major Findings 71
Pedagogical Implications 75
Limitations of the Study 78
Suggestions for Future Studies 79
Conclusion 81
REFERENCES 83
APPENDICES 91
Appendix A:English Learning Background Questionnaire 91
Appendix B:The Pretest of the English Listening Comprehension Test 92
Appendix C:Learning Journal 98
Appendix D: Immediate Posttest 100
Appendix E:The Posttest of the English Listening Comprehension Test 101
Appendix F: Attitude toward the Listening Strategy Instruction with Learning Journals Questionnaire 107
Appendix G: Sample of Lesson Plan of the Experimental Group 108
Appendix H: Sample of Lesson Plan of the Control Group 109

LIST OF TABLES
Table2. 1 Vandergrift’s Classification of Listening Comprehension Strategies 21
Table3. 1 Independent Sample T-test Results on the English Listening Comprehension Pretest 42
Table3. 2 The Schedule of the Journaling of the Listening Strategy Instruction 52
Table4. 1 Independent Sample T-test Results on the English Listening Comprehension Pretest 59
Table4. 2 Independent Sample T-test Results on the English Listening Comprehension Posttest 60
Table4. 3 Paired-Samples T-test Results of the Pre- / Post- test of the Listening Comprehension 61
Table4. 4 Independent Sample T-test Results of the Immediate Listening Comprehension Posttests 62
Table4.5 The Result of Students’ Attitudes toward the Listening Strategy Instruction Questionnaire 65
Table4.6 The Result of Students’ Attitudes toward the Listening Strategy Instruction Supported with Learning Journals 67

LIST OF FIGURES
Figure2. 1 The HURRIER Listening Model 14
Figure2. 2 CALLA Five-step Procedure 26
Figure2. 3 Framework for Strategy Instruction 28
Figure3.1 The Reseach Design of the Study 55

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