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研究生:黃筱萍
研究生(外文):Hsiao-ping Huang
論文名稱:語言學習策略教學對國中生耳聽能力與策略應用的影響研究
論文名稱(外文):A Study of the Effects of Language Learning Strategy Instruction on Junior High School Students' English Listening Proficiency and Strategy Use
指導教授:周見賢周見賢引用關係
學位類別:碩士
校院名稱:玄奘大學
系所名稱:外國語文學系碩士班
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:2009
畢業學年度:97
語文別:英文
論文頁數:141
中文關鍵詞:語言學習策略耳聽能力學習策略教學
外文關鍵詞:language learning strategieslistening comprehensionlearning strategy instruction
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在台灣的英語學習者取得英語能力證照,以便申請進入國內外高中、大學或研究所,或應徵待遇較好的工作。然而,這些語言能力測驗中所包含的、很重要的一部分—英語聽力,卻不包括在國中基測中,因此,學校內聽力測驗的命題也就侷限在教科書中的教材,教學過程中也鮮少提供充分接觸真實、生活化的英語的機會。跟其他各層級的英語學習者一樣,國中生對於英語聽力也感到頭痛。
然而,既有的研究宣稱,已經證實策略教學能有效地提升語言能力。因此,本研究企圖探討英語聽力學習策略教學是否能有效提升本國國中生之耳聽能力與策略應用。來自新竹縣69位國中生參與本研究。研究工具包括一份23小題之學習策略問卷、一份聽力前測、一份聽力後測、三份於策略教學後實施的回饋單、及個人訪談。問卷在教學活動開始及結束時各施作一次,用以收集資料。實驗組34名學生接受為期五週的6個聽力策略教學及接受訪談,控制組35名則無。統計軟體SPSS用來量化比較兩組之間及各自前、後測聽力表現,並統計教學前後受試者之學習策略使用情況。
研究結果顯示,實驗組在接受學習策略教學之後,英語聽力有顯著的進步,又整體策略的應用雖無顯著差異,但所教學的6個策略的應用頻率明顯增加。此外,學習策略教學增強了學習英語的動機,也提升了受試學生的自信心。
根據研究結果,本論文結論(1)認定:英語學習策略教學的確有助於國中生英語耳聽能力之進步,應增進學習策略的使用;(2)建議:國中英語課程設計應納入語言學習策略教學,英語教師應接受與言學習策略教學訓練,以增進學習成效,提升英語能力,尤其是耳聽之英語能力。
English learners in Taiwan earn certificates of high language proficiency to apply either for high school or college admissions or for better-paid jobs. However, listening comprehension, which constitutes an essential part in the proficiency tests, is never found in the Basic Competence Test (BCT) for junior high school students. As a result, instead of affording sufficient opportunities to listen to authentic, real-life English, the testing materials of listening part at school are just limited to the English textbooks adopted at the junior high school level. So, junior high school students, like English learners of other school level, always have more difficulty in listening comprehension. However, research findings have already claimed to prove positive effects of learning strategy instruction on the improvement of language proficiency. This study thus intends to examine if listening strategy instruction really has positive effects on the listening proficiency and the strategy use of a group of junior high school students. 69 students from two 8th-grade classes in Hsinchu County participate in this study. A 23-itemed listening comprehension strategy questionnaire (LCSQ), a listening comprehension pretest and posttest are administered as research instruments for data collection. In addition, six selected strategies are instructed to the experimental group. Both the experimental and control groups take the LCSQ and the listening comprehension pretest prior to the instruction, and the LCSQ again and the listening comprehension posttest after the instruction. T-tests of SPSS version 13.0 are used to calculate the data to compare the performances of the two groups in the pretests and the posttests. Results indicate that the experimental group has made significant progress on listening proficiency after the instruction. Although the overall strategy use of the experimental group is not expanded in the posttest, the use of the six instructed strategies is significantly increased in frequency. Moreover, the participants of the experimental group promote motivations and confidence of learning English after receiving the listening strategy instruction. Based on the findings, the study concludes that learning strategy instruction does help improve the JHS students’ listening proficiency and help increase the use of the strategies instructed. It is therefore suggested that strategy-based teaching approach should be incorporated in JHS English curriculum and appropriate listening learning strategies instructed at the JHS level to help improve the students’ English proficiency in general and their listening proficiency in particular.
Table of Contents Page

Acknowledgements ...................................................i
Abstract (Chinese) ................................................ii
Abstract (English) ................................................iv
Table of Contents .................................................vi
List of Tables ....................................................ix

Chapter 1 Introduction ............................................1
1.1 Background of the Study ....................................1
1.2 Motivation and Purpose of the Study ........................3
1.3 Research Questions .........................................3
1.4 Significance of the Research ...............................4
1.5 Definitions of Terms .......................................5

Chapter 2 Literature Review .......................................7
2.1 Learning Strategies ........................................7
2.1.1 Definitions of Learning Strategies....................7
2.1.2 Classifications of Learning Strategies ...............8
2.1.3 Strategy Choice, Strategy Use, and Language Learning
Proficiency .......................................................11
2.1.4 Strategy Instruction ................................15
2.1.5 Models and Principles of Strategy Instruction .......16
2.2 Learning Strategies and Listening Comprehension ...........19
2.2.1 Listening Comprehension .............................19
2.2.2 Problems for Listening Comprehension ................19
2.2.3 Listening Strategy Instruction in Taiwan ............21

Chapter 3 Methodology ............................................23
3.1 Research Design ...........................................23
3.2 Participants ..............................................23
3.3 Instruments ...............................................26
3.3.1 Background Questionnaire ............................26
3.3.2 Listening Comprehension Strategy Questionnaire (LCSQ)27
3.3.3 Pretest and Posttest ................................28
3.3.4 Reflection Questionnaire ............................29
3.3.5 Interview ...........................................30
3.3.6 Teaching Materials ..................................31
3.4 Procedures ................................................31
3.5 Strategy Instruction ......................................32
3.5.1 Preparation .........................................33
3.5.2 Presentation and Practice ...........................34
3.5.3 Evaluation ..........................................36
3.5.4 Expansion Activities ................................36
3.6 Data Analysis .............................................36
3.6.1 Scores of GEPT Pretest and Posttest .................36
3.6.2 LCSQ Scores before and after the Listening Strategy Instruction .......................................................37
3.6.3 Reflection Questionnaire ............................37
3.6.4 Interview ...........................................37

Chapter 4 Results and Discussion .................................38
4.1 Listening Comprehension Pretest and Posttest ..............38
4.1.1 Comparison of the Two Groups ........................38
4.1.2 Comparison of the GEPT Scores within Each Group .....40
4.2 LCSQ Administrations before and after the Listening Strategy Instruction .......................................................41
4.2.1 Comparison between the Two Groups on Overall Strategy Use ...............................................................41
4.2.2 Comparison between the Two Groups on the Use of Pre-listening, Listening, and Post-listening Strategies ...............43
4.2.3 Use of the Six Instructed Strategies ................48
4.3 Reflection Questionnaire and Interview Responses ..........52
4.3.1 Reflection Questionnaires ...........................52
4.3.2 Interview ...........................................58

Chapter 5 Conclusion .............................................66
5.1 Summary of Major Findings .................................66
5.2 Pedagogical Implications ..................................68
5.3 Suggestions for Further Research...........................70

References ........................................................71

Appendices
Appendix A Background Questionnaire (English) ................76
Appendix B Background Questionnaire (Chinese) ................78
Appendix C Listening Comprehension Strategy Questionnaire (LCSQ) (English) ..................................................80
Appendix D Listening Comprehension Strategy Questionnaire (LCSQ) (Chinese) ..................................................83
Appendix E Reflection Questionnaire (English).................86
Appendix F Reflection Questionnaire (Chinese).................88
Appendix G Sample Questions for the GEPT Elementary Test .....90
Appendix H Teaching Plan .....................................93
Appendix I Interview Questions ..............................100
Appendix J List of Participants’ Attitudes toward the Strategy Instruction ......................................................102
Appendix K Interview Data ...................................105
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