臺灣博碩士論文加值系統

本研究旨在探討不同方式的複誦教學對台灣國中生聽力理解、 聽的字彙、了解自己說的英語和英語之間的差異及自發性的練習聽和說四方面之影響。本研究結果希望對英文老師在複誦教學上有所啟示和幫助。
台北市某國中二年級兩班共64位學生參與這項研究,他們被分為實驗組和控制組。學期初,受試者接受全民英檢初級聽力前測,依據該成績, 分成實驗組和控制組兩組群,該兩組群又細分為高中低三組群。受試者在接受全民英檢初級聽力前測後,施以不同之複誦教學。實驗組之教學方式為讓學生先聽一段文章或一段對話,第二次則聽完句子再跟著複誦所聽到的句子,第三次則看著聽力稿再複誦一次並從中了解自己所複誦的句子或片語和所聽到的有何不同。控制組之教學方式為傳統的複誦教學;方式為讓學生先看著聽力稿聽一段文章或一段對話,第二次則聽完再跟著聽力稿複誦,第三次則亦看著聽力稿再複誦一次, 並從中了解自己所複誦的句子或片語和所聽到的有何不同。16週之後,他們接受聽力後測。除接受後測外,實驗組還接受問卷調查和訪談。
實驗結果顯示實驗組的聽力方面之進步大於控制組。其中實驗組平均數差異檢定以達到顯著水準(t=2.666, p=.010);實驗組三組中,以中組群及低組群進步最多,平均數差異檢定以達到顯著水準(中組群t=3.318, p=.003; 低組群t=.283, p=.016)。此外從問卷調查和訪談得知:實驗組大部份的學生對此教學法皆持肯定的態度。且中組群及高組群對聽的字彙、了解自己說的英語和英語之間的差異及皆持正面的看法。低分組則較希望老師能適時的說明及指導。但在自發性的練習聽和說的能力只有高組群持正面的看法。本文根據研究結果,提出英語教學上之運用以及未來研究之建議。

The purpose of the study is to examine the effect of different approaches to “listen and repeat” strategy teaching on listening comprehension of junior high school students in Taiwan. “Listen and repeat” activity is often practiced in English class; however, its skill and training are often neglected by most English teachers and thus less studied. In this study, an experiment is conducted to examine the effect that different procedures of repetition strategy instruction have on listening comprehension, on the awareness of the gap between students’ output and the aural input, on “sound-to-script” vocabulary, and on students’ automaticity in listening and speaking.
Sixty-four students, taught by the researcher, from two classes of 8th grade at a junior high school in Taipei City, participate in this study. They are divided into the experimental group and the control group. At the beginning of the semester, the researcher gives the two classes an English listening comprehension test at the GEPT elementary level. According to their scores in the test, the subjects are further divided into high, middle, and low proficiency levels. Then, the experimental and the control groups are taught in different methods. The control group is taught to "listen and repeat" with the listening scripts; the experimental group is taught to “listen and repeat” after the aural stimuli only and later to check the listening scripts to see if there is any gap between the listening input and their oral output and if there is any gap between their listening vocabulary and the written vocabulary.After 16 weeks, all of the subjects take a listening comprehension posttest. In addition to the listening comprehension test, the experimental group is also asked to fill in a questionnaire. Later, some interviews are conducted.
The results show that “listen and repeat” after the aural stimuli indeed enhances the subjects’ listening comprehension ability. The experimental group significantly outperforms the control group (t=2.666, p=.010). Besides, in terms of proficiency levels, the experimental middle and low subgroups significantly outperform those of the control group (experimental middle subgroup: t=3.318, p=.003; experimental low subgroup: t=.283, p=.016).
Moreover, the questionnaire and interview results show that most of the students like this way of “listen and repeat” practice though it is cognitively demanding and challenging. Furthermore, experimental middle and high subgroups benefit more from the strategy. They can better notice the gap between their output and the aural input and have better correspondence between their listening vocabulary and the written vocabulary. But the strategy facilitates only high proficiency students’ automaticity in listening and speaking. The low subgroup, on the other hand, needs teachers’ instructions and feedback more.
Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study

Page
Acknowledgements ..iii
Table of Contents ..iv
List of Tables viii
List of figures ..xi
Chinese Abstract .xii
English Abstract xiv
CHAPTER
1. INTROUDCTION .1
1.1 Motivation .1
1.2 Significance and Purpose of the Study .5
1.3 Research Questions .6
1.4 Definition of Terms .7
2. LITERATURE REVIEW .9
2.1 Language Learning Strategy .9
2.1.1 The Importance of Language Learning Strategies 11
2.1.2 Language Learning Strategy Instruction
as Cognitive Processes 11
2.1.3 The Procedures of Learning Strategy Instruction 13
2.1.4 The Importance of Teachers’ Awareness
of Strategy Instructions 14


2.2 Repetition 15
2.2.1 Repetition Strategies 17
2.2.1.1 Memorization 17
2.2.1.2 Imitation 18
2.2.1.3 Inferencing Strategies 19
2.3 Repetition, Shadowing, and Tracking 21
2.4 Relationship between Comprehension and Production 22
2.5 Input-to-Intake Phenomenon 23
2.6 Summary 25
2.7 Previous Studies Related to Strategy Use and Repetition Strategy 27
2.8 Hypotheses 30
3. METHODOLOGY 31
3.1 Subjects 31
3.2 Instruments 34
3.2.1 GEPT Elementary Listening Test 34
3.2.2 Materials 35
3.2.3 Questionnaires 36
3.2.4 Face-to-face Interview 37
3.3 “Listen and Repeat” Strategy Instruction 38
3.3.1 “Listen and Repeat” Strategy Instruction
for the Control Group 39
3.3.2 “Listen and Repeat” Strategy Instruction
for the Experimental Group 39
3.4 Procedures 40
3.5 Data Analysis 43
4. RESULTS and DISCUSSION 44
4.1 The Pre-test and Post Results 44
4.1.1 The Effect of Repetition Instruction on Overall Performance 44
4.1.2 The Effect of Repetition Instruction
on “Picture Description” Part 49
4.1.3 The Effect of Repetition Instruction
on “Question or Statement Response” Part 53
4.1.4 The Effect of Repetition Instruction
on “Short Conversation” Part 57
4.2 The Results of the Questionnaire Survey 61
4.2.1 Perception on Listening 62
4.2.2 Perception on the Awareness of Aural Input
and Students’ Output 64
4.2.3 Perception on Sound-to-Script Words 66
4.2.4 Perceptions on Students’ Automaticity
in Listening and Speaking 69
4.3 Interview Reports 72
4.3.1 Responses to Listening in Classroom Practice 72
4.3.1.1 Responses to Listening in “Picture Description” Part 73
4.3.1.2 Responses to Listening
in “Question or Statement” Part 74
4.3.1.3 Responses to Listening in “Short Conversation” Part 74
4.3.1.4 Summary 75
4.3.2 Responses to the Awareness of Aural Input
and Students' Output 76
4.3.3 Responses to "Sound-to-Script" Vocabulary 77
4.3.4 Responses to Students' Automaticity
in Listening and Speaking 78
4.4 Summary 78
5. CONCLUSIONS, IMPLICATIONS and SUGGESTIONS 83
5.1 Findings and Suggestions 83
5.2 Pedagogical Implications 85
5.3 Limitations and Suggestions for Future Research 87
REFERENCES 89
APPENDIXES 107
APPENDIX A 107
APPENDIX B 109
















LIST OF TABLES
Page
Table 2-1 Instructional Procedures 14
Table 3-1 Number of the Students and the Genders of the Students 32
Table 3-2 Statistics of Subjects' English Listening Comprehension Test 33
Table 3-3 Independence Samples t-Test of Subjects' English
Listening Test at the GEPT Elementary Level 33
Table 3-4 The Number of the Students
at Different Language Proficiency Levels 34
Table 4-1 Statistics of Overall Performance 45
Table 4-2 Paired Samples t-test for Progress in Overall Performance 45
Table 4-3 Independent Samples t-test for Progress
in Overall Performance 46
Table 4-4 Statistics of Overall Performance
in Terms of Proficiency Levels 47
Table 4-5 Paired Samples t-test for Progress in Overall Performance
in Terms of Proficiency Levels 47
Table 4-6 Independent Samples t-test for Progress
in Overall Performance in terms of proficiency levels 48
Table 4-7 Statistics of "Picture Description" Performance 49
Table 4-8 Paired Samples t-test for Progress
in "Picture Description" Part 50
Table 4-9 Independent Samples t-test for Progress
in “Picture Description” Part 50
Table 4-10 Statistics of "Picture Description" Part
in Terms of Proficiency Levels 51
Table 4-11 Paired Samples t-test for Progress in “Picture Description”
in Terms of Proficiency Levels 52
Table 4-12 Independent Samples t-test for Progress
in “Picture Description” in Terms of Proficiency Levels
Table 4-13 Statistics of "Question or Statement Response"
Performance 52
Table 4-14 Paired Samples t-test for Progress
in "Question or Statement Response" Part 52
Table 4-15 Independent Samples t-test for Progress
in "Question or Statement Response" Part 55
Table 4-16 Statistics of "Question or Statement Response" Part
in Terms of Proficiency Levels 55
Table 4-17 Paired Samples t-test for Progress
in "Question or Statement Response" Part
in Terms of Proficiency Levels 56
Table 4-18 Independent Samples t-test for Progress
in "Question or Statement Response" Part
in Terms of Proficiency Levels 57
Table 4-19 Statistics of "Short Conversation" Performance 58
Table 4-20 Paired Samples t-test for Progress
in "Short Conversation" Part 58
Table 4-21 Independent Samples t-test for Progress
in "Short Conversation" Part 59

Table 4-22 Statistics of "Short Conversation" Part
in Terms of Proficiency Levels 59
Table 4-23 Paired Samples t-test for Progress in "Short Conversation"
Part in Terms of Proficiency Levels 60
Table 4-24 Independent Samples t-test for Progress
in "Short Conversation" Part
in Terms of Proficiency Levels 61
Table 4-25 Responses to Questions 1, 3, 7 & 10 62
Table 4-26 Responses of Different Proficiency Levels
to Questions 1, 3, 7, & 10 63
Table 4-27 Responses to Questions 2, 4 & 11 65
Table 4-28 Responses of Different Proficiency Levels
to Questions 2, 4 & 11 65
Table 4-29 Responses to Questions 5, 6, 7 & 4 67
Table 4-30 Responses of Different Proficiency Levels
to Questions 5, 6, 7 & 14 68
Table 4-31 Responses to Questions 8, 9, 10, 12 & 13 69
Table 4-32 Responses of Different Proficiency Levels
to Questions 5, 6, 7 & 14 70







LIST OF FIGURES

Page
Figure 3.1 Procedures for conducting the study 42

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