(3.238.235.155) 您好!臺灣時間:2021/05/16 07:48
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

: 
twitterline
研究生:陳肖玲
研究生(外文):Hsiao-Ling Chen
論文名稱:不同英語重複聆聽方式對大三學生英語聽力表現之影響
論文名稱(外文):The Effect of Different Repeated Listening Models on English Listening Performance in College
指導教授:簡雅臻簡雅臻引用關係
指導教授(外文):Ya-Chen Chien
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:兒童英語教育學系碩士班
學門:教育學門
學類:普通科目教育學類
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:120
中文關鍵詞:英語重複聆聽英語聽力表現
外文關鍵詞:Repeated Listening ModelsEnglish Listening Performance
相關次數:
  • 被引用被引用:0
  • 點閱點閱:401
  • 評分評分:
  • 下載下載:72
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討不同英語重複聆聽方式對大學生英語聽力理解表現之影響。本研究對象為四個大三班級一共99位學生,分別接受簡化單字並放慢說話速度、放慢說話速度、簡化單字重複聆聽等三組實驗組,及控制組直接重複聆聽之實驗。資料的搜集包括英語聽力能力測驗、英語聽力理解測驗、開放性問卷與訪談。
本研究之主要發現如下:
一、放慢說話速度、簡化單字、放慢說話速度同時簡化單字、與直接重複聆聽四
種方式,沒有造成四組學生的聽力表現有顯著差異。
二、高程度學生在放慢說話速度同時簡化單字重複聆聽方式下的聽力表現最差
﹙M=61.77﹚,在放慢說話速度重複聆聽方式下的聽力理解表現最好
﹙M=72.00﹚,但四組之間沒有顯著差異。
三、低程度學生在簡化單字重複聆聽方式下的聽力表現最差﹙M=46.80﹚,在放
  慢說話速度同時簡化單字重複聆聽模式下的聽力表現最好﹙M=60.25﹚,但
四組之間沒有顯著差異。
四、問卷調查與訪談結果發現,說話速度與單字為學生進行聽力活動時最常遇到
的困難,放慢說話速度同時簡化單字為學生最希望的重複聆聽方式,希望以
放慢說話速度重複聆聽排第二順位,但學生希望以簡化單字進行重複聆聽的
卻只有8%。因此,雖然單字為學生認為在聽力過程中第一困難的原因,但
簡化單字不是有效解決單字困難的方法。而放慢說話速度重複聆聽,學生能
有較多時間理解聽力內容,但無法解決聽力的其他困難,對聽力表現沒有顯
著的幫助。
最後,研究者依研究結果提出教學建議以及未來研究方向,供現場教學者參
考。在教學方面有兩點建議:﹙1﹚單字教學宜加強學生聽辨與應用單字的能力;﹙2﹚以符合學生語言知識的聽文,如字彙、句法結構,作為放慢說話速度重複聆聽練習之內容。未來研究方向,建議選擇相同難易度之聽文進行重複聆聽,探討重複聆聽方式對聽力表現的影響。另外,則是建議以簡化單字方式進行重複聆聽時,應以聽讀字彙量作為簡化單字的基準。
The purpose of this research was to explore the difference in 4 different repeated listening methods on students’ English listening performance. Four intact classes were used in this study involving a total of 99 third year college students. Each class was assigned a different repeated listening method: the control group were given the repeated listening only treatment, and the three experimental groups were given “slow down repeated listening treatment”, “simplified vocabulary repeated listening treatment”, and “slow down plus simplified vocabulary repeated listening treatment.” The instruments involved two English listening tests (English listening ability test and English listening comprehension test) and a questionnaire to elicit their attitude toward repeated listening methods and listening difficulties. A semi-structured interview was also conducted immediately after the test.
The research results are as follow:
1. There were no significant differences among the listening comprehension scores
of the four groups of students who had different types of repeated listening
methods.
2. The high-achieving students in the slow down plus vocabulary modified repeated listening method scored the lowest of the four groups. But there were no significant differences among the four groups.
3. There were no significant differences among the scores of the low-achieving
students in the four repeated listening methods. This suggests that to low
achieving students, all four methods were equally helpful.
4. In light of students’ responses in the questionnaire and during the interviews,
speech rate and vocabulary were the two major listening problems they encounter during listening activities. Their favorite repeated listening method was to slow down and simplify vocabulary at the same time. Slow down repeated listening was their second favorate. However, only 8 percent of total students prefered simplified vocabulary repeated listening method. Thus, modifying vocabulary did not provide sufficient support for listening comprehension. Slowed down speech gave students more time to process information, but the method was not sufficient enough to decode unfamiliar vocabulary and complex sentence structures.
For future research, the complexity of listening text may be an important factor influencing listening comprehension. Thus, controlling listening texts may be a manipulating variable for further research on repeated listening. In addition, modifying vocabulary as a repeated listening method is suggested to be based on students’ listening vocabulary and not just on reading vocabulary.
第一章 緒論
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 研究重要性 5
第四節 名詞解釋 5
第二章 文獻探討
第一節 聽力理解之重要性與困難處 8
第二節 重複聆聽對聽力理解的影響 16
第三節 聽力文稿調整與聽力理解之關係 19
第四節 說話速度與聽力理解之關係 23
第五節 字彙與聽力理解之關係 28
第六節 聽力程度與重複聆聽之關係 35
第七節 總結 37
第三章 研究設計與實施
第一節 研究方法與架構 39
第二節 研究場域與研究對象 43
第三節 研究工具 44
第四節 研究步驟 52
第五節 實施程序 57
第六節 資料收集與分析 60
第四章 研究結果
第一節 四組聽力理解測驗結果比較 62
第二節 四組高、低程度聽力理解測驗結果比較 65
第三節 問卷調查與訪談資料整理結果 69
第五章 研究討論與建議
第一節 研究問題之討論 80
第二節 結論 86
第三節 研究範圍與限制 87
第四節 對英語聽力教學與未來研究的建議 88
參考文獻
中文部份 91
英文部分 93



附 錄
附錄一 英語聽力理解測驗 101
附錄二 前導實驗訪談內容 106
附錄三 聽力文稿內容 107
附錄四 簡化單字後之聽力文稿內容 110
附錄五 正式研究問卷 113
附錄六 前導實驗整理之單字 115
























圖 次
圖 3-1 研究架構圖 40
圖 3-2 流程圖 59
圖 4-1 重複聆聽方式 79





























表 次
表 2-1 文稿簡化方式之綜合整理 20
表 2-2 Tauroza & Allison 依四種文稿所界定之說話速度﹙字/分﹚ 26
表 2-3 詞彙表之綜合整理與比較 33
表 3-1 實驗設計之組別 40
表 3-2 研究實驗設計模式 41
表 3-3 聽力文稿內容分析 46
表 3-4 三篇聽文之字彙頻率分析 46
表 3-5 三篇聽文於簡化單字前後之字彙分析 47
表 3-6 三篇聽文之字彙綜合整理 48
表 3-7 三篇聽文修改字彙之綜合整理 48
表 3-8 三篇聽文之說話速度對照表 50
表 4-1 受試者內效應項的檢定 63
表 4-2 四組學生的能力測驗與理解測驗成績描述統計量 64
表 4-3 共變數分析摘要表 64
表 4-4 英語聽力理解測驗結果之描述統計量 66
表 4-5 英語聽力理解測驗成績之Levene’s變異數同質性檢定結果 67
表 4-6 英語聽力能力與重複聆聽方式變異數分析摘要表 68
表 4-7 第一次聆聽〈Office Hour〉文章後理解程度之人數分布 70
表 4-8 第一次聆聽〈Finding a Roommate〉文章後理解程度之人數分布 70
表 4-9 第一次聆聽〈Campus Safety〉文章後理解程度之人數分布 71
表 4-10 覺得最容易理解文章之人數分布 72
表 4-11 覺得最不容易理解文章之人數分布 73
表 4-12 第二次重複聆聽對學生聽力理解之影響 74
表 4-13 希望進行重複聆聽方式之人數分布 76
表 4-14 最常遇到之困難排序與人數分布 77
表 4-15 希望重複聆聽次數之人數統計 78
參考文獻
          中文部份
仲怡玲﹙2002﹚。英語重複再聽是否有助英語聽力之理解:以臺灣大學生為例。淡江大學西洋語文碩士論文,未出版,台北縣。
朱曉云﹙2005﹚。提高大學生英語聽力能力。廣東經濟管理學院學報,20(5),85-88。
李玉芬﹙1998﹚。放慢說話速度的英語對臺灣學生英語聽力的影響。國立彰化師範大學英語學系碩士論文,未出版,彰化市。
何欣穎﹙2006﹚。臺灣英語主修大學生英語聽力策略使用之研究:以朝陽科技大學為例。朝陽科技大學應用外語系碩士論文,未出版,台中縣。
吳佳欣﹙2006﹚。臺灣英語系大學生高程度與低程度者聽力理解策略與困難之有聲思考研究。國立彰化師範大學英語學系碩士論文,未出版,彰化市。
林淑華﹙2000﹚。臺灣高中生英語聽力策略之研究。國立高雄師範大學英語學系碩士論文,未出版,高雄市。
胡伶雪﹙2000﹚。主題背景知識與文本字彙對英語聽力理解的效益研究。國立高雄師範大學英語學系碩士論文,未出版,高雄市。
徐麗珍﹙2005﹚。字詞搭配教學對臺灣大學生的英語聽力之效益研究。國立高雄第一科技大學應用英語系碩士論文,未出版,高雄市。
陳美蘭﹙2002﹚。聽兩次及圖片呈現之時對臺灣高中生聽力之影響。國立高雄師範大學英語學系碩士論文,未出版,高雄市。
鈕文英﹙2007﹚。教育研究方法與論文寫作。台北:雙葉書廊。
楊英如﹙2001﹚。文章難易度及主題熟悉度對英語學習者聽力理解影響之個案研究。國立成功大學外國語文學系碩士論文,未出版,台南市。
蔡彬穎﹙2005﹚。大學生的英語聽讀字彙量與英語聽力理解之相關性。國立高雄
師範大學英語學系碩士論文,未出版,高雄市。
劉君苑﹙2004﹚。臺灣英語系大學生聽外國人英語及本國人英語對其英語聽力理解影響之研究。國立彰化師範大學英語學系碩士論文,未出版,彰化市。
蔣佩珊﹙2004﹚。英語為外國語言學習者之字彙量與其閱讀理解能力之關連。國立高雄師範大學英語學系碩士論文,未出版,高雄市。

賴莞容﹙2004﹚。主題知識對台灣高中生英語聽力之影響。國立高雄師範大學英語學系碩士論文,未出版,高雄市。
簡鈴燕﹙2006﹚。大學英語系學生於托福測驗中英語聽力困難及聽力策略之研究。國立彰化師範大學英語學系碩士論文,未出版,彰化市。






















英文部分
Anderson, A., & Lynch, T. (1988). Listening. New York: Oxford University Press.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, Mass: Harvard University Press.
Anderson-Hsieh, J., & Dauer, R. M. (1997). Slow-down speech:A teaching tool for listening/ pronunciation. TESOL Quarterly, 25(1), 2-12.
Anderson-Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker comprehenrsion. Language Learning, 38, 561-613.
Bauman, J., & Culligan B.﹙1995﹚. General Service List. Retrived January 2008, from http://www.lextutor.ca/vp/.
Bauer, L., & Nation, I.S.P. (1993). Word families. International Journal of Lexicography, 6(4), 253-279.
Berg, T. (1987). The case against accommodation: Evidence from German speech
error data. Journal of Memory and Language, 26, 277-299.
Berne, J. E. (1995). How do varying pre-listening activities affect second language
listening comprehension? Hispania, 78, 316-319.
Blau, E. K. (1990). The effect of syntax, speed and pause on listening comprehension. TESOL Quarterly, 24(4), 746-753.
Blau, E. K. (1991). More on comprehensible input: The effect of pauses and hesitation makers on listening comprehension. (Eric Document Reproduction Service NO. ED340 234).
Bonds, Z. S., & Garnes, S. (1980). Misperceptions of fluent speech. In R. A. Cole (Ed.), perception and production of fluent speech (pp.115-132). Hillsdale, NJ: Erlbaum Associates.
Bonk, W. J. (2000). Second language lexical knowledge and listening comprehension. International Journal of Listening, 14, 14-31.
Boyles (1984). Factors affecting listening comprehension. ELT Journal, 38, 34-38.
Bregman, A. (1983). The formation of auditory system. In Requin, J. (Ed.), Attention and Performance. Hillsdale, NJ: Erlbaum.
Brown, H. D. (2001). Teaching listening. In H. D. Brown (Ed.), Teaching by principles: An interactive approach to language pedagogy (pp.247-266). New York: Longman.
Brownell, J. (1995). Improving listening effectiveness. Listening Attitudes, Principles, and Skills. Boston: Allyn and Bacon.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Cabrera, M. P., & Martinez, P. B. (2001). The effects of repetition, comprehension checks, and gestures on primary school children in an EFL situation. ELT Journal, 53(3), 281-288.
Cervantes, R., & Gainer, G. (1992). The effects of syntactic simplification and repetition on listening comprehension. TESOL Quarterly, 26 (4), 767-770.
Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17, 437-458.
Chaudron, C. (1988). Second language classrooms. Cambridge: Cambridge University Press.
Chastain, K. (1976). Developing second language skills: Theory of practice. Chicago: Rand McNally College Publishing Company.
Chang, C. S. (1999). The effect of repeated listening on different levels of ESL learners. In proceedings of the 1st conference on applied English teaching (pp. 7280). Taoyuan, Republic of China: Ming Chuan University, Department of Applied English.
Chang, C-S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397.
Chang, C-S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence and strategy use. System, 35, 534-550.
Chang, C-S., & Read, J. (2007). Support for foreign language listeners: its effectiveness and limitations. Regional Language Centre Journal, 38(3), 375-394.
Chiang, C. C., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lectures learning. TESOL Quarterly, 26(2), 345-374.
Clark, H. M., & Clark, E. V. (1977). Psychology and language: an introduction to psycholinguistic. New York: Harcourt Brace Jovanovich.
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
Cutler, A. (1997). The comparative perspective on spoken language processing. Speech Communication, 21, 3-15.
Faerch, C., & Kasper, G. (1986). The role of comprehension in second language learning. Applied Linguistic, 7, 257-274.
Folse, K. S. (2004). Vocabulary Myths. Michigan: The University of Michigan Press.
Glisan, E. W. (1985). The effect of word order on listening comprehension and pattern retention: an experiment in Spanish as a foreign language. Language Learning, 35(3), 443-469.
Graves, M. F. (1986). Vocabulary learning and instruction. Review of Research in Education, 13, 49-89.
Griffiths, R. (1991). Language classroom speech rates: A descriptive study. TESOL Quarterly, 25(1), 189-194.
Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385-390.
Huang, C. S. (1991). Two major difficulties Chinese students encounter in the process of English listening comprehension. English Teaching and Learning Magazine,
15(3), 39-45.
Jensen, E. D. & Vinther, T. (2003). Exact repetition as input enhancement in second language acquisition. Language Learning, 53(3), 373–428.
Johnson-Laird, P. (1984). Mental Models. Cambridge: Cambridge University Press.
Kelch, K. (1985). Modified input as an aid to comprehension. Studies in Second Language Acquisition, 7, 81-90.
Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension
with advanced foreign language learners. International Review of Applied
Linguistics, 24, 135–149.
Krashen, S. (1985). The input hypothesis: issues and implications. Harlow: Longman.
Long, M., & Larsen-Freeman, D. (1991). An introduction to second language acquisition research.. Harlow: Longman.
Lynch, T. (1988). Grading foreign language listening comprehension materials: The use of naturally modified interaction. Diss., University of Edinburgh.
Nation, I. S. P. (2001). Learning vocabulary in another Langugage. London: Cambrige University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening. The Canadian Modern Language Review, 26(1), 59-82.
Pica, T., Young, R. & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737-758.
Richards, J. C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Rivers, W. (1966). Listening comprehension. The Modern Language Journal, 50(4), 196-204.
Rost, M. (1990). Listening in language learning. London & New York: Longman.
Rost, M. (2002). Teaching and Researching Listening. Great Britian: Pearson Education.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78, 199-221.
Schmidt-Rinehart, B. (1992). The effect of topic familiarity on the listening comprehension of university students in Spanish. Diss., Ohio State University.
Sherman, J. (1997). The effect of question preview in listening comprehension tests.
Language Testing, 14, 185-213.
Tauroza, S., & Allison, D. (1990). Speech rates in British English. Applied Linguistic, 11, 90-105.
Teng, H. C. (1998). Effects of cultural schemata and visual cues on Chinese students’
EFL listening comprehension. Papers from the Eleventh Conference on English
Teaching and Learning in the Republic of China (pp. 553–550). Taipei, Taiwan,
Republic of China: Crane.
Tikunoff, W. J. (1985). Applying significant bilingual instructional features in the classroom. Rosslyn, Va.: National Clearinghouse for Bilingual Education.
Tomlin, R. S. (1994). Repetition in second language acquisition. In B. Johnstone (ED.), Repetition in discourse: Interdisciplinary perspectives (Vol. 1, pp. 172-194). Norwood, NJ: Ablex.
Underwood, M. (1989). Teaching listening. London: Longman.
Vanderplank, R. (1993). Pacing and spacing as predictors of difficulty in speaking and understanding English. ELT Journal, 47(2), 117-125.
Wong-Fillmore, L. (1991). Second language learning in children: a model of language learning in social context. In Bialystok, E. (ed.), Language processing in bilingual children. Cambridge: Cambridge University Press.
Zhang, D., & Goh, C.C.M. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊