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研究生:林慧雅
研究生(外文):Hui-ya Lin
論文名稱:不同的聽力輔助對國中生英語聽力表現的影響
論文名稱(外文):The Effects of Different Types of Listening Support on Listening Comprehension of Junior High School Students
指導教授:王彩姿
指導教授(外文):Tsae-tzy Wang
學位類別:碩士
校院名稱:國立屏東教育大學
系所名稱:英語學系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:99
中文關鍵詞:重複聽預覽試題播放速度放慢
外文關鍵詞:repeated inputquestion previewslow speed
相關次數:
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中文摘要
本研究旨在探討不同聽力輔助對國中生英語聽力表現的影響,希望能找出對國中生聽力最有幫助的聽力輔助方法。本研究亦探討不同英語聽力輔助對不同英語程度的受試者是否有不同效果。此外,不同聽力輔助對國中生的聽力焦慮有何影響也在本研究的探討範圍。每位學生都接受三種不同的聽力輔助,分別為:重複聽、預覽試題,及播放速度放慢。
本研究的實驗對象為一百零二位東港國中的一年級學生。本研究前測的目的是把受試者分成高成就組和低成就組。另外,三次的聽力測驗目的是了解受試者接受不同的聽力輔助之後,對故事內容的理解是否有其差異性。除了聽力測驗之外,還有四份問卷,其中包括前測之後的問卷主要目的是用來蒐集學生的聽力困難點,另外三份問卷主要是針對學生對三種不同聽力輔助的看法與感想。研究者使用SPSS統計軟體中的描述統計、單因子變異數分析、雙因子重複量數變異數分析以及質化分析來統整與分析所蒐集的資料。
本研究的發現顯示,針對不同的聽力輔助而言,雖然沒有達到統計上的顯著性,但仍對學生的聽力能力有正面影響,而且預覽試題的影響優於重複聽,以及放慢播放速度。進一步分析發現,不同的聽力輔助對於高成就與低成就的受試者有不同的影響。就高成就學生而言,預覽試題的幫助大於其他兩種聽力輔助;就低成就而言,重複聽的幫助大於其他兩種聽力輔助。此外,就降低聽力焦慮而言,問卷顯示整體學生偏好放慢播放速度的聽力輔助,但是高成就學生認為重複聽可以降低較多聽力焦慮;低成就學生則認為相較於其他兩種聽力輔助,放慢播放速度較能降低聽力焦慮。
ABSTRACT
This study is to investigate the effects of three different listening supports on listening comprehension of junior high school students. The researcher also divided the students into two proficiency levels to examine if the effects would be the same or not for students with different proficiency levels. Moreover, it explored the effect of different listening support on students’ anxiety. These three listening supports were repeated input, question preview and slow speed.
In this study, one hundred and two seventh graders at Tung-kung junior high school were recruited. A listening pretest was adopted to divide the students into high and low achievers. After each comprehension test using a specific listening support, a questionnaire was conducted to gather subjects’ personal information and attitudes towards each listening support. The scores of the comprehension test and students’ responses in the questionnaire were analyzed using SPSS including Descriptive Statistics, one-way ANOVA, and two-way ANOVA repeated measure and qualitative analysis.
Even though the result was not significant, it showed that these listening supports were effective for the participants’ listening performance. In addition, three different listening supports had different effects on high and low achievers. High proficiency students benefited more from receiving question preview, whereas low proficiency students benefited more from repeated input listening support. Furthermore, many students thought that slow speed listening support was least anxiety-provoking; nonetheless, for the high achievers, they thought repeated input was the least anxiety-provoking support while the low achievers thought slow speed could decrease their listening anxiety more than the other two supports.
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ⅰ
CHINESE ABSTRACT ⅱ
ABSTRACT ⅲ
TABLE OF CONTENTS ⅳ
LIST OF TABLES ⅶ
LIST OF FIGURES ⅷ
CHAPTER ONE INTRODUCTION 1
Background of the Problem 1
Motivation 3
The Purpose of the Study 5
Research Questions 5
The Significance of the Study 6
Definition of Terms . 6
CHAPTER TWO LITERATURE REVIEW 8
Facts and Difficulties on Listening Comprehension 9
Anxiety on Language Learning 14
Definition of Anxiety 15
Relation between Learners’ Performance and Anxiety 16
Effects of Repeated Input on Listening Comprehension 20
Effects of Question Preview on Listening Comprehension 23
Effects of Speech Rate on Listening Comprehension 27
CHAPTER THREE METHODOLOGY 31
Experimental Design 31
Participants 34
Instruments and Materials 35
Procedure 39
Data Analysis 41
CHATER FOUR RESULTS AND DISCUSSION 42
The Effects of Different Types of Listening Support on Listening
Performance 42
Students’ Attitude towards the Three Listening Supports 47
The Effects of Different Types of Listening Support on Two Different
Proficiency Levels 56
The Relationship between Anxiety and Listening Support 62
CHAPTER FIVE CONCLUSIONS AND SUGGESTIONS 65
Conclusions 65
Conclusion of the First Research Question 65
Conclusion of the Second Research Question 68
Conclusion of the Third Research Question 69
Implications 70
Implications on Testing 70
Implications on Listening 70
Implications on Teaching 71
Limitations and Suggestions for Further Study 72
REFERENCES 75
APPENDICES
Appendix A Listening Comprehension Tests 82
Appendix B Questionnaires 92
Appendix C Pretest Procedures 96
LIST OF TABLES
Table 1 The Experimental Design 34
Table 2 Listening Materials 39
Table 3 Order of Listening Support Administered in Each Class 40
Table 4 One Way ANOVA of Three Listening Supports 43
Table 5 Descriptive Statistics of the Pretest Plus Three Comprehension Tests 44
Table 6 Frequency and Percentage of Each Listening Difficulty 46
Table 7 Relationship between Students’ Preference and Test Scores 51
Table 8 The Counter-balanced Design 52
Table 9 Mean Score of Each Class Using a Different Storybook 53
Table 10 One Way ANOVA of Three Storybooks 54
Table 11 The Percentage of Unknown Words 55
Table 12 The Mean Score of Low and High Proficiency Levels in the Pretest 57
Table 13 Two-Way ANOVA Repeated Measure on Listening Proficiency
and Listening Support 58
Table 14 The Mean Score of Two Proficiency Levels Using Three Listening
Supports 60
Table 15 The Relationship between Test Result and Questionnaire of Two
Proficiency Levels 62
Table 16 Anxiety Level of Each Listening Support 63
Table 17 Anxiety Level of Two Different Proficiency Levels 64




LIST OF FIGURES
Figure 1 The Percentage of Like/ Dislike on Repeated Input 48
Figure 2 The Percentage of Like/Dislike on Question Preview 49
Figure 3 The Percentage of Like/Dislike on Slow Speed 50
Figure 4 The Most Helpful Listening Support to Understand Texts 61
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