臺灣博碩士論文加值系統

　　本研究主旨在探討字彙教學與問題提示對小學生聽力之影響， 並使用故事與會話兩種聽力方式， 比較其間之差異， 接著找出學生之興趣與學習動機對其聽力學習的影響。本研究中學生英語聽力的程度， 是由GEPT 的初級檢定考試的聽力分數來決定。此研究的樣本為七十七位五年級的小學生隨機抽樣而來， 測試方式是使用聽CD 後回答五個選擇題。而研究結果如下述：
1. 使用字彙教學對學生之聽力學習有較好的幫助， 而問題提示對學生之聽力學習亦有幫助，但不如字彙教學的效果。
2. 問卷結果顯示， 學生認為預先學習字彙比問題提示， 對於聽力學習較有幫助。
3. 在使用相同的教學方式下，學生聽故事比聽會話的聽力學習成果為佳。
4. 根據問卷統計， 與會話方式來比， 學生較喜歡選擇聽故事來作聽力練習。
　　總而言之，英文老師要做聽力測驗時，應該考慮學生英語的程度，再尋找適合學生英語程度的文章。而聽力練習前，應先教導學生一些聽力的技巧，學生才能夠找出一套自己的學習方式。因此老師如果可以選擇適當的文章並教導技巧生才能從聽力學習中得到較有效的幫助。

　　The purpose of the study is to find out the effects of vocabulary and question type instruction on listening comprehension of EFL elementary students. The study investigates possible relations between texts type and listening comprehension. The study also investigates the motivation and the interest of young EFL listeners. The
study further explores whether text type, listening comprehension and motivation were correlated via feedback questionnaires. The sample consisted of 77 elementary school
students, the proficiency test in the study was determined by students' listening scores of Elementary Level of the GEPT. Students were randomly selected from the fifth grade classes. The measure of the EFL students' listening comprehension was through the worksheets in the listening sessions. The data consisted of five multiple choices
questions gathered for each session. The findings of this study are summarized as follows:
1. The use of vocabulary was most beneficial to students in listening comprehension.
The use of question type was beneficial to some degree but not as much as
vocabulary.
2. Students had positive response toward pre-listening vocabulary teaching and
pre-viewing of questions.
3. Students performed better using stories as listening material; the scores were in
general higher on stories when using the same strategy on the two text types (story
and conversation).
4. The feedback questionnaire suggests that students preferred stories when compared
with conversations as listening text in comparison with conversations.
　　In conclusion, it is suggested that EFL teachers should take their students' proficiency level into consideration. The choice of text and students’ proficiency level must be in balance in order to have efficient listening comprehension practices. Furthermore, listening comprehensions should also include strategies that can help students develop their own set of skills for further improvement. If teachers can choose the right material according to students’ proficiency level and use adequate strategies, students can benefit greatly from listening practices, and thus improve their English proficiency.

TABLE OF CONTENTS
CHAPTER ONE INTRODUCTION Page
1.1 Background and Motivation 01
1.2 Significance and Purpose of the Study 02
1.3 Research Questions 04
1.4 Organization of the Thesis 04
1.5 Limitations of the Study 05
1.6 Definition of Terms 06
CHAPTER TWO LITERATURE REVIEW
2.1 Studies on EFL Learners’ Difficulties in Listening Comprehension 08
2.2 Studies on Authenticity 15
2.3 Learners’ Motivation 16
2.4 Learners’ background knowledge 18
CHAPTER THREE METHODOLOGY
3.1 Experimental Design 23
3.2 Subject 24
3.3Personal English Experience 25
3.4 Materials 31
3.5 Listening Comprehension Practices 33
3.6 The Pilot Study 36
3.7 Procedures 39
3.8 Data Processing and Methods of Analysis 41
3.9 Summary 43
CHAPTER FOUR RESULT AND DISCUSSION
4.1 Introduction 44
4.2 The Three Kind of Strategies Used in the Story 45
4.3 The Three Kinds of Strategies Used in Conversation 49
4.4 The Effect of Te xt Type on Students’ Performance 53
4.5 Analysis of the Subjects’ Responses to the Feedback Questionnaire 56
CHAPTER FIVE CONCLUSION AND SUGGESTIONS
5.1 Conclusion 71
5.2 Pedagogical Implications 73
5.3 Suggestions for Future Research 75
References 78

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