臺灣博碩士論文加值系統

錄影帶及DVD節目的普及有助於英語聽力教材的發展。本研究的目的在於檢測兩種聽前活動---單字教學及靜音流覽---對高中生英語聽力理解影響。本研究的主要四個研究問題如下：
一． 單字教學及靜音流覽聽前活動是否能夠促進高中生看英語DVD影片的聽
力理解?
二．哪一種聽前活動對高中生看英語DVD影片之聽力理解比較有效?
三．不同聽力程度的學生對聽前活動是否有不同的效果?
四．學生對單字教學及靜音流覽聽前活動的態度分別為何？
參與實驗的學生為93位來自中部某所高中三個班的二年級學生。實驗採拉丁方格的設計，其中包括了三段英語DVD影片當聽力教材及三種聽前活動情境，分別為單字教學、靜音流覽、及控制情境。本研究工具包括：全民英檢中級聽力測驗、一份根據DVD內容之聽力測驗前測、四段DVD影片、三份根據DVD內容之聽力測驗後測、三份單字表、一份態度問卷、及一份訪談大綱。
研究結果顯示：一、聽前活動的確對高中生英語聽力理解有幫助。然而，單字教學聽前活動和無教學情境下之英語聽力差異未達顯著水準。二、靜音流覽比單字教學更能幫助學生英語聽力理解。三、無論學生的聽力程度如何，靜音流覽對學生的英語聽力理解都有幫助。四、問卷及訪談的結果顯示，大部分的學生對於聽前活動給予肯定，尤其是聽前單字教學。
根據研究結果及討論，本研究對高中英語教學的老師提供了一些聽力教學建議。最後對本研究的範圍與限制提出了說明以及對未來研究的六項建議。

The prevalence of video and DVD programs has been recognized as facilitative materials for effective EFL listening. The purpose of this study was to find out the effects of two pre-listening activities –the vocabulary teaching and the silent viewing –on senior high school students’ listening comprehension. The specific research questions of the study were as follows:
Q1: Are both vocabulary teaching and silent viewing pre-listening activities helpful for the senior high school students’ EFL listening comprehension while watching English DVD programs?
Q2: Which pre-listening activity is more helpful for the senior high school students’ EFL listening comprehension?
Q3: Does the effectiveness of the two pre-listening activities vary across proficiency levels?
Q4: What are the senior high school students’ attitudes toward these two pre-listening activities?
The subjects of the study were 93 second graders from three classes of a senior high school in central Taiwan. The study, based on the Latin square design, included three DVD clips as listening materials and three conditions, namely, silent viewing, vocabulary teaching and a control condition. The instrument of the study consisted of: a listening section of the GEPT at the intermediate level, a DVD-based listening comprehension pretest, four DVD clips, three DVD-based listening comprehension post-tests, three vocabulary lists, an attitude questionnaire, and an interview guide.
The findings of this study were as follows. Firstly, subjects in the two pre-listening conditions outperformed those in the control condition. However, there was no significant difference between the vocabulary teaching condition and the control condition. Secondly, the silent viewing was significantly facilitative to subjects’ listening comprehension. Thirdly, the effectiveness of the silent viewing did not vary across subjects’ proficiency levels. Fourthly, subjects generally showed a positive attitude toward both pre-listening activities. However, subjects preferred the vocabulary teaching to the silent viewing.
A number of pedagogical implications were addressed at the end of the study. Six suggestions for further research were proposed. The limitations of the study were pointed out as well.

Table of Contents
Abstract (Chinese)……………………………………………………i
Abstract (English) …………………………………………………ii
Acknowledgements………………………………………………………iv
Table of Contents……………………………………………………vi
List of Tables………………………………………………………viii
List of Figures…………………………………………………………x
Chapter One Introduction …………………………………………1
　 Background and Motivation……………………………………1
Purpose of the Study……………………………………………7
Research Questions and Hypotheses…………………………8
Significance of the Study……………………………………9
Definitions of the Terms………………………………………9
Chapter Two Review of Literature ………………………………12
The Process of Listening……………………………………12
The Top-Down and the Bottom-Up Listening Processes…………12
The HURIER Model of Listening Process…………………………18
Using DVDs/Videos in Listening Instruction……………………20
The Importance of Listening Instruction………………………20
The Application of DVDs/Videos……………………………………23
Related Studies of Pre-listening Activities for Listening Instruction…………27
The Importance of Pre-listening Activities………………………………27
Studies of Pre-listening Activities for Video Watching……30
Studies of Vocabulary Teaching in the Pre-listening Activity……33
Projection of Silent Viewing as the Pre-listening Activity………39
Chapter Three Methodology……………………………………………………44
Population and Subjects……………………………………………44
Instruments……………………………………………………………44
A Listening Section of the GEPT and a DVD-based Listening Comprehension Pretest…………………………………45
Four DVD Clips…………………………………………………………46
Three Vocabulary Lists………………………………………………48
Three DVD-based Listening Comprehension Post-tests…………48
The Attitude Questionnaire…………………………………………49
The Interview Guide…………………………………………………50
Procedures of Data Collection ……………………………………50
The Detailed Procedures for the Vocabulary Teaching Condition…… 54
The Detailed Procedures for the Silent Viewing Condition…55
The Detailed Procedures for the Control Condition…………55
Data Analysis…………………………………………………………56
Chapter Four Results………………………………………………59
Demographic Information of the Subjects……………………59
Subjects’ Background Information………………………………63
Results of Research Question and Hypothesis 1………………73
Results of Research Question and Hypothesis 2………………80
Results of Research Question and Hypothesis 3………………84
Results of Research Question and Hypothesis 4………………90
Subjects’ Feedbacks toward the Two Pre-listening Activities……98
The Responses in the Silent Viewing Condition…………98
The Responses in the Vocabulary Teaching Condition………100
Chapter Five Discussions and Conclusions…………………105
Discussions on Research Questions and Hypotheses…………105
Pedagogical Implications…………………………………………126
Suggestions for Further Studies…………………………………129
Limitations of the Study…………………………………………131
Bibliography…………………………………………………………133
Appendixes……………………………………………………………145
Appendix A Scripts for the DVD Clips…………………………145
Appendix B The Three Vocabulary Lists for Vocabulary Teaching Condition …………………………………………………149
Appendix C The Answer Sheet for Listening Comprehension Pretest…150
Appendix D The Answer Sheets for Listening Comprehension Post-tests…151
Appendix E The Audio Scripts for the Multiple Choice Questions……154
Appendix F The Attitude Questionnaire………………………156
Appendix G The Interview Guide…………………………………160
Appendix H Subjects’ Interview Data…………………………161

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