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研究生:李燕姍
研究生(外文):Yen-shan Li
論文名稱:台灣南部地區德語學習者聽力策略使用之現況探討
論文名稱(外文):An Investigation on Listening Comprehension Strategies used by the Students in the German Department in Southern Taiwan
指導教授:高慧霞高慧霞引用關係
指導教授(外文):Huey-shya Kao
學位類別:碩士
校院名稱:國立高雄第一科技大學
系所名稱:應用德語所
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:中文
論文頁數:174
中文關鍵詞:德語聽力策略
外文關鍵詞:GermanListening Comprehension
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本研究之目的,在於調查目前台灣南部地區大專德語系學生,使用之聽力策略,並探討目前台灣南部地區德語學習者聽力策略的使用頻率並和以下四個變項之間的差異性:性別、學習年資、德語能力以及英語能力。
本研究以問卷調查法進行研究,問卷設計主要參Rebecca Oxford(1990)語言學習策略量表、O’Mally et.al. (1989)及鄧慧君(1997)等文章,經前測後刪除編製出41題的「德語聽力策略」問卷。在台灣南部地區設有德語系之學校中進行抽樣,取樣範圍為高雄第一科技大學以及文藻外語學院共兩所大專院校之德語系學生。回收共計400份問卷,經篩選嚴重作答不完整的廢卷32份,共得有效問卷368份。問卷結果由敘述統計、百分比、平均數、單因子變數分析以及獨立樣本t 檢定作量化分析及討論。經因素分析後為求問卷效度,只採用38題進行分析討論本研究主要結論如下:
1. 聽力策略38題問項中,18題屬於高使用組,有20題屬於中使用組,因此台灣南部地區德語學習者使用聽力策略之頻率為中使用率。南部地區德語學習者最常使用的策略為記憶策略,最少使用的策略為後設認知策略。
2. 在各項策略使用上,補償策略中的「聰明的猜測」、記憶策略中的「關鍵字」法,以及後設認知策略中的「安排學習任務」和「演繹推理」也都是學習者常使用的聽力策略;學習者最少使用的策略為後設認知中的「主動練習」以及與情意策略中的「與他人討論感受」。
3. 不同性別選擇記憶策略有顯著差異:男、女選擇策略的差異尤其呈現在記憶、補償以及情意策略的使用,且女性受測者使用此六項聽力策略的頻率皆高於男性受測者。
4. 學習年資對選擇聽力策略有顯著差異:二年級的學習者使用聽力策略的頻率低於一、三、四年級的學習者,一、二年級的學習者常使用記憶策略來幫助內容的理解,而三、四年級的學習者常利用補償策略來幫助內容的理解。四個年級在使用補償策略上有相當顯著的差異,而在認知、後設認知以及情意此三項策略上達到顯著的差異性。
5. 不同的德語能力的學習者都在選擇聽力策略上有顯著差異,通過德語檢定者使用聽力策略之頻率高於未通過德語檢定者,且通過德語檢定者與未聽過德語檢定者選擇策略的差異尤其表現在「圖像記憶」、「詳細復習」、「標示重點」、「尋找練習機會」、「以及發展文化上的理解」等分項細目上,且通過德語檢定者使用上述策略頻率高於未通過德語檢定者。
6. 不同的英語能力的學習者在選擇聽力策略有顯著差異,通過英語檢定者使用聽力策略之頻率高於未通過英語檢定者,且通過英語檢定者與未聽過英語檢定者選擇策略的差異尤其表現在「詳細練習」、「翻譯」、「交叉分析」以及「利用資源」等分項細目上。
結論中提出研究結果及限制,對德語教師、及後續研究方面提出具體建議,作為德語詞彙教學與策略教學之參考。
The purpose of this research is to investigate listening comprehension strategies on German listening used by one unverisity German majors, who studied in southern Taiwan, and to explore the relationship between their use of listening comprehension strategies and four background variables. Four background variables are gender, years of study, German proficiency and English proficiency.
This study is conducted through questionnaire, a total of 400 samples are collected. With 368 valid samples. Percentile, cross analysis, correlation analysis and t-test are computed for data analysis. The results indicate that:

1.With 38 questions on the listening comprehension strategies questionnaire. Only 18 questions show high use of listening comprehension strategies, 20 questions show medium use. Of six kinds of strategies, the students use memory strategy more often, and they use metacognitive strategy least.
2. About the frequency of every strategy used, The students use “ Guessing intelligently”of compensatative strategy , “Using Keywords”of memory stratgy, “Arranging and Planning” of metacognitive strategy and “ Analyzing and reasoning” of cognitive stategy more frequrently. The strategies that the students use least are “ Seeking practice chance”of metacognitive strategy and “Discussing your feelings with someone else”of affective strategy.
3. Gender is found significantly related to the use of the listening comprehension strategies, females use memory strategies more frequently than males. There are significant differences between females and males in memory, compensation and affective strategies.
4. Years of study German also show significant differences in the use of memory strategies. The students who have learned German for two years use strategies statistically fewer than the others. The students who study German under two years use memory strategy most, while the students who study German over two years use compensatative strategy more frequently. There are significant differences in the four groups, especially in cognitive, compensatative, metacognitive and affective strategies.
5. German proficiency is found significantly related to the use of listening comprehension strategies, the students, who passed Zertifikat Deutsch (ZD) or TestDaF, use listening comprehension strategies more frequently than the students, who did not pass the exam. There are significant differences between the two groups, especially in using imagery, reviewing, highlighting, seeking practice chance and developing cultural understanding.
6. English proficiency is found significantly related to the use of memory strategies, the students, who have pass General English Proficiency Test (GEPT), use listening comprehension strategies more frequently than the students, who did not pass the exam GEPT. There are significant differences between the two groups, especially in practicing naturalistically, translation, analyzing contrastively, and using a variety of resource.
Based on the results and the limit of the research, this study provides suggestions to German teachers, as well as researchers for future studies.
中文摘要 I
Abstract III
Zusammenfassung V
目錄 XXIV
表目錄 XXVI
圖目錄 XXVIII
1.緒論 1
1.1研究動機與背景 1
1.2 研究目的與程序 5
1.3 研究問題 8
2. 文獻回顧 9
2.1語言學習策略 9
2.1.1 語言學習策略的定義 10
2.1.2 語言學習策略的分類與相關研究 13
2.2 聽力理解 23
2.2.1 聽力理解的定義 24
2.2.2 聽力理解的重要性 25
2.2.3 聽力理解的過程 26
2.2.4 聽力理解的困難 31
2.2.5 聽力策略之相關研究及教材呈現有關策略之方式 37
2.3 性別、學習年資、語言程度與語言學習策略 48
2.4 英語輔助德語學習(DaFnE) 53
3. 研究設計與研究方法 56
3.1 研究架構、假設與流程 56
3.2 研究對象 59
3.3 研究工具 60
3.4 問卷效度與信度之建立 66
3.5 資料處理與分析方式 72
4. 德語學習者聽力策略使用分析 73
4.1 基本資料與學習背景之分析 73
4.2 策略使用頻率分析 82
4.3 不同背景變項在聽力策略應用之差異分析 91
4.3.1 不同性別在聽力策略應用之差異分析 91
4.3.2 學習年資在聽力策略應用之差異分析 95
4.3.3 德語程度在聽力策略應用之差異分析 98
4.3.4英語程度在聽力策略應用之差異分析 100
5. 結論與建議 103
5.1 研究結論 104
5.1.1 台灣南部地區大專院校德語主修生聽力策略之使用現況 104
5.1.2 不同背景變項下的德語系學生聽力策略之運用 105
5.2 建議與改進 110
5.2.1 對德語聽力教學上之建議 110
5.2.2 對未來相關研究之建議 113
參考書目 116
中文部份 116
西文部份 119
網路資料 128
附件 129
附件一 德語聽力策略問卷 129
附件二 各項策略排名 132
附件三 不同學習年資在聽力策略應用之差異分析 134
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