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研究生:鄭漪珮
研究生(外文):Yi-Pei Cheng
論文名稱:高中生英語聽力困難之研究
論文名稱(外文):An Investigation of Listening Difficulties Encountered by EFL Students in Senior High Schools
指導教授:趙玉芝趙玉芝引用關係
指導教授(外文):Yu-Gi Chao
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:英文
論文頁數:168
中文關鍵詞:英語聽力教學英語聽力困難聽力理解力聽力因素聽力過程高中學生
外文關鍵詞:EFL listening instructionEFL listening difficultylistening comprehensionlistening factorslistening processsenior high school students
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本研究旨在探討高中生在英語聽力上遭遇到的聽力困難,高成就者和低成就者的聽力困難差異性以及老師和學生對聽力困難的觀感。研究對象包括385位高二學生和八位英語老師。本研究工具為全民英檢聽力測驗,聽力困難問卷以及聽力困難訪談大綱。資料收集後進行敘述性統計、t檢定及相關訪談內容分析。本研究的主要發現如下:
1.本研究發現在五種聽力因素中,學生覺得對英語聽力困難的影響最大是聽者本身的因素,接著依序為聽力文本、聽力任務、聽力過程、最後為說話者因素。在聽者因素中,聽者本身字彙量的不足是聽力困難最主要的原因。在聽力文本中,聽力困難主要來自於文本中不認識的字彙。在聽力任務中,聽完後需要學生做口語摘要是比較困難的。在聽力的過程中,學生最常遇到基本聽力知覺的問題。在說話者因素中,說話者速度是主要的聽力理解障礙。
2.高成就者和低成就者的英語聽力困難有相當大的顯著性差異。同為高成就者和低成就者的前十個聽力困難中,又有顯著性差異的有三項:無法分辨連音,需要較多的停頓以及無法專心聽懂較長的句子,均會影響學生英語聽力裹足不前之障礙。
3.高中老師和學生都指出學生的單字量太少,平常太少練習聽英語還有趕不上說話者的速度會使得學生產生聽力困難。學生提到一些老師比較少提到的困難像是說話者的腔調,句子太長,專有名詞,記憶力容量不足和文法的不足。另一方面,老師也提到一些學生比較少提到的困難,像是內容只聽一次,斷句問題以及學生對英語聽力的學習態度。
根據本研究的發現,研究者提供幾點對高中英語教學及英語聽力教學之建議。
This study was aimed to investigate the listening difficulties encountered by EFL students in senior high schools from both the perceptions of the students and those of the teachers, with attempts to find out differences in listening difficulties between high achievers and low achievers. The subjects were 385 students and eight English teachers from four senior high schools. The instrumentation included a listening test, the Listening Difficulty Questionnaire, and an interview guide. The quantitative data were analyzed by the SPSS version 10.0 to get the descriptive statistics and t-tests while the qualitative interview data were transcribed verbatim and analyzed according to Rubin’s five categories. The major findings were summarized as follows:
First, the difficulty induced by listener factor held the highest mean, followed by text factor, task factor, listening process and speaker factor. For listener factor, students’ breakdown stemmed from their limited vocabulary. For text factor, the main difficulty emerged from unknown words. For task factor, the task demanding an oral summary aroused most difficulty. For listening process, the students suffered from the basic perception problems. For speaker factor, the speech rate was the main obstacle.
Second, there were highly significant differences in listening difficulties between high achievers and low achievers. Among the top ten listening difficulties encountered by the high achievers and the low achievers respectively, three items displayed significant differences: unable to distinguish the linking sounds, unable to concentrate on lengthy sentences, and more pauses in need.
Third, both of teachers and students claimed that limited vocabulary, insufficient practice and unable to catch up the speed seriously hampered EFL listening comprehension. Several factors mentioned by students but not by teachers were incomprehensible accents, lengthy sentences, terminology, capacity of memory, and grammar. On the other hand, teachers considered repetitions, segment and the attitude, which were not listed by students as the main obstacle of students’ listening comprehension.
Based on the results, pedagogical implications and suggestions were provided at the end of this thesis.

ABSTRACT(CHINESE)………………………………………i
ABSTRACT (ENGLISH)………………………………………ii
ACKNOWLEDGEMENTS…………………………………………iii
TABLE OF CONTENTS…………………………………………v
LIST OF TABLES………………………………………………viii
LIST OF FIGURES………………………………………………ix
CHAPTER ONE INTRODUCTION……………………………1
Background of the Study……………………………………1
Rationale of the Study…………………………………6
Purpose of the Study……………………………………8
Research Questions of the Study………………………9
Significance of the Study………………………………9
Definition of Terms………………………………………10
CHAPTER TWO LITERATURE REVIEW………………………13
Listening Difficulties in Second Language Acquisition……13
Taxonomy of the Factors Affecting L2 Listening Difficulties………18
Studies in Listening Difficulties of L2 Listeners…………………………23
Studies in Listening Difficulties in Taiwan……………………………28
CHAPTER THREE METHODOLOGY……………………………33
Population…………………………………………………33
Subjects.……………………………………………………34
School Settings………………………………………34
Teacher Subjects……………………………………35
Student Subjects……………………………………37
Instrumentation…………………………………………44
The Listening Section of the GEPT………………44
The Listening Difficulty Questionnaire…………45
The Interview Guide……………………………………47
Data Collection Procedures………………………………48
Data Analysis………………………………………………50
The Pilot Study……………………………………………50
CHAPTER FOUR RESULTS……………………………………53
Background Information of the Students………………………………53
Results of Three Research Questions…………………61
Results of the First Research Question………………………………62
Results of the Listening Difficulty Questionnaire………………… 62
Results of the Interview Data………………………………72
Results of the Second Research Question……………………………86
Results of the Listening Difficulty Questionnaire…………………86
Results of the Interview Data………………………………96
Results of the Third Research Question………………………100
Teachers’ and Students’ Viewpoints of Listening Difficulties……100
CHAPTER FIVE DISCUSSION AND CONCLUSIONS……………117
Discussion on Research Questions………………………………………117
Pedagogical Implications…………………………………………………135
Limitations of the Present Study…………………………………………138
Suggestions for Future Studies………………………………………………140
BIBLIOGRAPHY…………………………………………142
APPENDIX………………………………………………154
Appendix A Grades in the Listening Section of GEPT………………………154
Appendix B Listening Difficulty Questionnaire………………………………155
Appendix C Interview Guide for Students……………………………………158
Appendix D Interview Guide for Teachers……………………………………159
Appendix E Sample Transcript of The Interview(The Interview of H1, M5, L3, T4).……………………………160
Appendix F Statistics of the Reliability………………………………………168


LIST OF TABLES

Table 3.1 Information about the Four Schools……………………………………34
Table 3.2 Background Information about the Teacher Subjects…………………35
Table 3.3 Background Information about the Eight Classes……………………37
Table 3.4 Background Information about the 24 Subjects………………………38
Table 4.1 The Percentage of Ways to Practice English Listening in Class………55
Table 4.2 The Average Time of Watching English TV Programs………………56
Table 4.3 The Average Time of Listening to English Radio Broadcasts…………56
Table 4.4 Perception of the Importance of Listening……………………………57
Table 4.5 Self-rating of Listening Ability………………………………………58
Table 4.6 The Average Time of Practicing English Listening in a Week…………59
Table 4.7 Listening Difficulties in Each Listening Factor Category…………… 62
Table 4.8 Listening Difficulties in Listener Factor………………………………64
Table 4.9 Listening Difficulties in Text Factor…………………………………65
Table 4.10 Listening Difficulties in Task Factors…………………………………66
Table 4.11 Listening Difficulties in Listening Process……………………………67
Table 4.12 Listening Difficulties in Speaker Factor………………………………68
Table 4.13 Top Ten Listening Difficulties Encountered by the Whole Sample……69
Table 4.14 Main Categories with Significant Difference betweenHigh and Low Achievers……………………………………………87
Table 4.15 The Results of t-test for Listening Difficulties…………………………89
Table 4.16 Top Ten Listening Difficulties Encountered by the High Achievers…92
Table 4.17 Top Ten Listening Difficulties Encountered by the Low Achievers…94


LIST OF FIGURES

Figure 3.1 Item categorization of listening difficulty questionnaire……………46
Figure 4.1 Time to start learning English………………………………………54
Figure 4.2 Additional listening difficulty offered by the students………………71
Figure 4.3 Listening difficulties with no significant difference between high and low achievers……………………………………91
Figure 5.1 Levels of representation in language…………………………………120


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