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研究生:羅靜倫
研究生(外文):Jing-lun Jessie Luo
論文名稱:測驗形式與文類對聽力理解與策略使用之效應
論文名稱(外文):Effects of Test Format and Text Type on Listening Comprehension and Strategy Use
指導教授:陳純音陳純音引用關係
指導教授(外文):Chun-yin Doris Chen
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:英語學系在職進修碩士班
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:2005
畢業學年度:93
語文別:英文
論文頁數:99
中文關鍵詞:測驗形式文類聽力理解聽力策略
外文關鍵詞:test formattext typelistening comprehensionlistening strategy
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摘要
本論文旨在探討測驗型式(test format)及文類(text type)對高中生聽力理解之影響,與高中生聽力策略使用的情形。受試學生為北台灣的65位高中生(32位聽力程度較佳者(高分組)及33位聽力程度較差者(低分組))。在做完一份聽力測驗後,他們並填寫了一份問卷。
研究結果顯示:(一) 受試學生在圖片式聽力測驗(tests with pictures)之得分顯著高於在無圖片式聽力測驗(tests without pictures)之得分。(二) 受試學生在單句式(statement)文類之得分顯著高於在對話型(dialogue)文類之得分。(三) 高分組使用聽力策略之頻率顯著高於低分組,尤其是在補償策略、後設認知策略、及社會策略之使用上有差異。(四) 測驗型式及文類與聽力策略確實有密切之關係。
本研究建議:在設計聽力測驗時,教師須將測驗型式及文類對聽力理解之影響列入考量。此外,教師應提供聽力策略相關訓練(如:後設認知策略、及社會策略)並增進學生對聽力策略的認知與運用能力。
ABSTRACT
This thesis aims to explore the effects of test format and text type on the listening comprehension of senior high school students, and senior high school students’ listening strategy use. The subjects were 65 senior high school students in northern Taiwan, including 32 higher-proficiency students (the HP group) and 33 lower-proficiency students (the LP group). They were asked to take a listening test and then fill in a questionnaire.
The major findings are as follows. First, the subjects performed significantly better on the tests with pictures than those without pictures. Second, the subjects scored significantly higher in response to statements than dialogues. Third, the HP group significantly used strategies more frequently than the LP group, regarding the compensation, metacognitive and social strategies. Fourth, test formats and text types were significantly related to listening strategies.
Finally, it is suggested that when designing listening tests, teachers should take test formats and text types into consideration. It is also necessary for teachers to teach students listening strategies (especially the metacognitive strategies and social strategies) systematically and help students use them well.
TABLE OF CONTENTS

ABSTRACT (ENGLISH)…………………………...…………………………………i
ABSTRACT (CHINESE)………………….……………………………………….…ii
ACKNOWLEDGEMENTS……………………………….………………………….iii
TABLE OF CONTENTS…………………….……………………………………….iv
LIST OF TABLES…….…………………………………………………………….vi

CHAPTER ONE INTRODUCTION……………………………………..…………1
1.1 Motivation……………………………..…………..………………………………1
1.2 Theoretical Background...........................................................................................4
1.3 Research Questions..................................................................................................6
1.4 Significance of the Study…………………………………………………………6
1.5 Organization of the Thesis………………………………………………………..7

CHAPTER TWO LITERATURE REVIEW…...……………………………………8
2.1 Issues in Listening Texts………………………..…………………………………8
2.1.1 Variations of Listening Texts………………...………………………………8
2.1.2 Test Effects………………………………….……………………………..13
2.1.3 Text Effects…………………………………………………………………15
2.2 Issues in Listening Strategies………………………………….…………………21
2.2.1 Classification of Listening Strategies………………………………………21
2.2.2 Studies of Listening Strategy Use………………….………………………21
2.2.2.1 Studies of the Overall Strategy Use…………………………………22
2.2.2.2 Studies of Strategy Use of Effective and Less Effective Listeners…25
2.3 Related Studies of Test Effects, Text Effects and Listening Strategies.…………29
2.3.1 Cheng (2000)…………………………………….…………………………29
2.3.2 Chen & Luo (2001)……………………………………...…………………30
2.3.3 Wu (2000)………………………………………………….……………….31
2.3.4 Teng (1996)…………………………………….………..…………………32
2.3.5 Wang (2002)………………..………………………………………………33
2.4 Summary of Chapter Two………………………………………..………………35

CHAPTER THREE RESEARCH DESIGN AND RESULTS……………………36
3.1 Subjects…………………….……………………….……………………………36
3.2 Instruments……………………………………………………………………….39
3.2.1 Listening Comprehension Test………………..……………………………39
3.2.2 Questionnaire………………………………………………………………41
3.3 Procedures………………..………………………………………………………43
3.3.1 Pilot Study………………………………………………………………….43
3.3.2 Formal Testing…………………...…………………………………………44
3.3.3 Data Analysis and Scoring…………………………………………………44
3.4 Results……………………………………………………………………………45
3.4.1 Listening Comprehension Test……….…………………………………….45
3.4.2 Questionnaire………………………………………………………………46
3.4.2.1 The Use of the Listening Strategies……..…………………………46
3.4.2.2 The Use of Other Strategies…………….…………………………58
3.5 Summary of Chapter Three………………………………………………………59

CHAPTER FOUR DISCUSSION…………………………………………………60
4.1 Test Effects on Listening Comprehension…………………………………….....60
4.2 Text Effects on Listening Comprehension……….………………………………63
4.3 Listening Strategy Use………………………………..………………………….67
4.4 Relationship between Test Formats and Listening Strategies...…………………74
4.5 Relationship between Text Types and Listening Strategies……...………………78
4.6 Summary of Chapter Four……………………….……………………………….81

CHAPTER FIVE CONCLUSION…………………………………………………83
5.1 Summary………………………………...……………………………………….83
5.2 Pedagogical Implications………………….……………………………………..84
5.3 Limitations of the Present Study and Suggestions for Future Research…………85

Bibliography………………………………………………………………………….86
Appendix A: Oxford’s (1990) Classification of Listening Strategies…..……………93
Appendix B: Wang’s (2002) Classification of Listening Strategies…….……………95
Appendix C: 106 Subjects’ Performance on the LCT…………….………………….96
Appendix D: Personal Information Sheet……………………………………………97
Appendix E: Questionnaire…………………………………………………………..98
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