臺灣博碩士論文加值系統

本研究旨在探討聽力策略教學對台灣高中生英語聽解力之影響。研究對象為中部地區高中二年級兩班共79位的學生，其中一班隨機指定為實驗組，另一班則為對照組。此聽力策略教學實驗歷時八週：每週，研究者藉示範、舉例和練習教授實驗一個聽力策略。總共教授實驗八個聽力策略：選擇性注意、聽主旨、要求澄清、自我監控、預測、語文推論、做筆記和重複。內容涵蓋了後設認知策略和認知策略。在實驗期間，對照組只給予聽力練習和測驗，而實驗組則除了聽力練習和測驗外，還接受聽力策略教學。本研究工具，包括：中級全民英檢測驗、個人背景問卷、聽力理解策略問卷、和訪談。
本研究結果發現，首先，在接受聽力教學策略之後，實驗組聽力成績表現顯著優於對照組。第二，雖然平均而言，在聽力策略教學後，實驗組和對照組在聽力策略使用頻率沒有顯著差異，然而，細部分析後發現，實驗組的前三分之一 (聽力程度較高者)，和後三分之一 (聽力程度較低者) 的學生，在聽力策略教學後，更加頻繁使用這些聽力策略；除此之外訪談中，實驗組同學對聽力策略教學持肯定態度，並表示在聽力理解方面更有自信。第三，聽力程度較高的學生使用聽力策略的頻率明顯高於聽力程度較低的學生。根據此研究結果，本論文最後提出高中英語教學上之應用與未來相關研究之建議。
關鍵字：英語聽力，聽力策略，策略教學，高中英語教學

ABSTRACT
The present study aimed at exploring the effects of listening strategy instruction on EFL senior high school students in Taiwan. The 79 subjects were from two classes of the second-grade of senior high school students in central Taiwan. One class was randomly assigned as the experimental group, and the other as the control group. The experiment was conducted for eight weeks. Each week, one listening strategy was taught with modeling, examples, and exercises, followed by more practices. In total, subjects in the experimental group were instructed eight English listening strategies, which were consisted in the metacognitive strategies, and cognitive strategies. They included selective attention, listening for main ideas, questioning for clarification, self-monitoring, prediction, linguistic inference, note-taking, and repetition. During the experiment, the control group was merely given listening exercises and tests, whereas the experimental group received listening strategy instruction in addition to the listening exercises and tests. The instruments of the study were the intermediate GEPT listening sections for the pre- and post-tests, the Background Information Questionnaire, the Listening Comprehension Strategy Questionnaire, and the Interview.
The results showed that firstly the experimental group performed significantly better than the control group on the listening comprehension test after the strategy-based listening instruction. Secondly, though on average there was no significant difference in listening strategy use after the strategy-based listening instruction; however, the two-sample t-test demonstrated that both the effective listeners and less effective listeners employed their strategy more frequently after the strategy-based listening instruction. Thirdly, it was found that the effective listeners employed listening comprehension strategies significantly more frequently than the less effective listeners. Based on the results, pedagogical implications and further suggestions were provided at the end of the thesis.
Key words: English listening comprehension, listening strategies, strategy-based instruction, EFL in senior high school

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 of the Study…………………………1
Rationale of the Study…………………………………………………4
Purpose of the Study……………………………………………………6
Research Questions of the Study……………………………………6
Significance of the Study…………………………………………… 7
Definition of Terms………………………………………………………7

CHAPTER TWO LITERATURE REVIEW…………………………………… 12
Potential Problems with Listening to English as a
Foreign Languag ………………………………………………………12
Language Learning Strategies………………………………………15
Classification Schemes of Language Learning Strategies16
Types of Listening Strategy Instructi…………………………21
Separate versus Integrated Instruc…………………………21
Direct versus Embedded Instruction…………………………22
Procedure for Teaching Listening Comprehension
Strategies…………………………………………………………… 23
Characteristics of Good Language Learners……………………24
Studies on Listening Strategies …………………………………26
Studies on Listening Strategy Instruction……………………34

CHAPTER THREE METHODOLOGY………………………………………… 41
Population………………………………………………………………… 41
Subject………………………………………………………………………42
The Listening Strategies…………………………………………… 43
Instrumentation………………………………………………………… 46
The Listening Comprehension Test……………………… 46
The Background Information Questionnaire……………… 47
Listening Comprehension Strategy Questionnaire………47
Choral Interview……………………………………………………48
Data Collecting Procedures…………………………………………48
Data Analysis…………………………………………………………… 52

CHAPTER FOUR RESULTS…………………………………………………53
Overview…………………………………………………………………… 53
Results from the Background Information Questionnaire…54
The Effect of Strategy-based English Listening
Instruction on English Listening Comprehension……………60
The Effect of Strategy-based Instruction on Strategy
Use…………………………………………………………………………… 62

CHAPTER FIVE DISCUSSION AND CONCLUSION………………………68
Summary of Findings and Conclusions……………………………68
Pedagogical Implications…………………………………………… 76
Limitations of the Study…………………………………………… 78
Suggestions for Further Study and Conclusion………………80

BIBLIOGRAPHY……………………………………………………………………83

APPENDICES………………………………………………………………………94
Appendix A: Listening Test………………………………………94
Appendix B: Background Information Questionnaire……100
Appendix C: Revised Listening Comprehension
Strategy Questionnaire…………………………102
Appendix D: Listening Comprehension Strategy
Questionnaire………………………………………104
Appendix E: The Categorization of the 33 Strategy
Items in the Listening Comprehension
Strategy Questionnaire……………………… 106
Appendix F: Choral Interview…………………………………108

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