(3.239.192.241) 您好!臺灣時間:2021/03/02 19:11
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:::

我願授權國圖
: 
twitterline
研究生:曹雅雯
研究生(外文):Ya-wen Tsao
論文名稱:聽前活動對大學生英語聽力表現與成就影響之研究
論文名稱(外文):The Effect of Pre-listening Activities via the Moodle Platform on EFL College Learners' Listening Performance and Listening Proficiency
指導教授:蔡雅琴蔡雅琴引用關係
指導教授(外文):Ya-chin Tsai
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:外國語言學系研究所
學門:人文學門
學類:語言學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:英文
論文頁數:144
中文關鍵詞:Moodle網路輔助教學平台聽前活動英聽表現英聽程度
相關次數:
  • 被引用被引用:1
  • 點閱點閱:519
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:103
  • 收藏至我的研究室書目清單書目收藏:1
近年來,聽力研究對第二語言學習的重要性與日俱增,加上電腦科技的問世,使得學習者對於聽力學習的資源取得比以往更方便且更彈性。這份研究旨在探討大學學生透過網路Moodle平台學習英語聽力,是否有助於他們的英聽表現和英聽程度。此研究共有124位大學部學生參與為期7週的聽前活動實驗,他們被分為2組,一組為實驗組,另一組為控制組,在這兩組學生在進行為期7週的聽前活動實驗之前,皆接受全民英檢和多益的聽力測驗做為前測,接著,惟有實驗組的學生隨即被告知此實驗之細節部分,其詳細流程如下:每一次進行課堂聽力活動的前一週,相關的英聽檔案,研究者會上傳至網路Moodle平台,只要實驗組學生想上網練習此音檔,隨時都可以在Moodle平台上進行聽前的音檔練習。然後,在7週結束後,實驗組和控制組學生皆接受多益和全民英檢做為後測。
根據網路Moodle平台上的登入紀錄顯示,7週聽前活動實驗結束後,實驗組自然而然被分為三小組:(1) 第一小組:從沒使用網路Moodle平台進行聽前活動之組別;(2) 第二小組:至少有一週沒使用網路Moodle平台進行聽前活動之組別;(3) 第三小組:連續7週皆使用網路Moodle平台進行聽前活動之組別。
研究結果顯示實驗組之第三小組在7週實驗結束後,連續7週的聽前活動對學生的英語聽力確有助益,但間斷聽前活動或是從不進行聽前活動的學生,其英語聽力在實驗結束後,並無顯著進步。因此,此研究明確指出,惟有學生持續不斷的接觸聽前活動,他們的英語聽力才可能有顯著的進步,所以老師應該多多鼓勵學生接觸英聽資源,才能有助於他們的聽力學習。
Over the last few decades, there has been growing importance on research in listening comprehension, which is significant to second language learning. The use of technology in language learning has increased so that the learning of listening becomes more accessible and flexible. The purpose of this study was to investigate whether pre-listening via the Moodle platform was facilitative to the development of listening performance and listening proficiency. A total of 124 EFL undergraduates of the intermediate level were invited to participate in this seven-week study. They were divided into two groups. One was the Control Group and the other was the Experimental Group. Prior to the seven-week pre-listening activities, the pretests of TOEIC and GEPT were delivered to the two groups. Then, the Experimental Group were notified the weekly listening-comprehension activity. A week prior to each weekly listening-comprehension activity, the associated audio file were uploaded onto the Moodle platform as pre-listening material for the Experimental Group to access. Upon the completion of the seven-week pre-listening activities, the posttests of TEOIC and GEPT were given to the Control Group and the Experimental Group.
Based on Moodle‟s record in the end of the study, the Experimental Group was classified into three subgroups: (1) the Comparison Group: Participants who never did pre-listening, (2) the Discontinuous Group: Participants who missed pre-listening for at least one week, and (3) the Continuous Group: Participants who never missed pre-listening. The Continuous Group was found to make significant progress over time while the other two subgroups did not. In addition, the Continuous Group significantly outperformed the other two subgroups in the average performance of the seven weekly listening-comprehension activities, but there was no significant difference between the Discontinuous Group and the Comparison Group. The findings seem to indicate that only when students are continuously
iii
engaged in pre-listening can they make substantial progress. Therefore, the learners should be encouraged to continue with pre-listening in order to improve their listening performance and listening proficiency.
Abstract ii
摘要 iv
Acknowledgements v
Table of Contents vii
Chapter 1 INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Purpose and Significance of the Study 4
1.3 Research Questions 4
1.4 Definition of Terms 5
1.5 Limitations 6
Chapter 2 LITERATURE REVIEW 7
2.1 Schema Theory 7
2.2 Problems Encountered by Foreign Language Listeners 8
2.3 Applications of Schema Theory to EFL Listening Comprehension 24
2.4 Current Literature about Pre-listening Studies 25
2.5 Technology: The Moodle Platform 38
2.6 Current Research on Listening via the Moodle Platform 39
Chapter 3 METHOD 43
3.1 Participants 43
3.2 Procedure 46
3.3 Instruments and Materials 47
3.3.1 Pretests and Posttests 47
3.3.2. Questionnaire 48
3.3.3 Weekly Listening Material and Corresponding Audio Files 48
3.4 Data Analysis 51
Chapter 4 RESULTS 53
4.1 Pre-listening vs. Listening Proficiency 53
4.1.1 GEPT pretest vs. GEPT posttest 55
4.1.2 TOEIC pretest vs. TOEIC posttest 57
4.2 Pre-listening vs. Listening Performance 59
4.3 Listening Performance vs. The Number of Pre-listening Times 60
4.4 Seven Week Listening Performance 62
Chapter 5 DISCUSSIONS 67
5.1 The Effect of Pre-listening Activities on EFL College Learners’ Listening
Proficiency 67
5.2 The Effect of Pre-listening Activities on EFL College Learners’ Listening
Performance 70
5.3 The Relationship between the Weekly Listening Performance and the Number of
Pre-listening Times 73
5.4 Developmental Listening Performance for Seven Weeks 76
Chapter 6 CONCLUSIONS, IMPLICATIONS and SUGGESTIONS 79
6.1 Conclusions 79
6.2 Implications 80
6.3 Suggestions 81
REFERENCES 83
APPENDICES 91
Appendix A: A Letter of Authority 91
Appendix B: Pretests 92
Appendix C: Posttests 94
Appendix D: Questionnaire of Background Information 96
Appendix E: Weekly Material (1) 97
Appendix F: Weekly Material (2) 98
Appendix G: Weekly Material (3) 99
Appendix H: Weekly Material (4) 100
Appendix I: Weekly Material (5) 101
Appendix J: Weekly Material (6) 102
Appendix K: Weekly Material (7) 103
Appendix L: Item Analysis of Weekly Material (1) 104
Appendix M: Item Analysis of Weekly Material (2) 107
Appendix N: Item Analysis of Weekly Material (3) 110
Appendix O: Item Analysis of Weekly Material (4) 113
Appendix P: Item Analysis of Weekly Material (5) 116
Appendix Q: Item Analysis of Weekly Material (6) 119
Appendix R: Item Analysis of Weekly Material (7) 122
Appendix S: Item Analysis of Weekly Material (8) 125
Appendix T: The Pilot Study 128


Atwell, S. (1994). Teaching listening: Lessons drawn from classroom observation. Dialog on Language Instruction, 10, 59-67.
Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. New York: Heinle & Heinle Publishers.
Beatty, B., & Ulasewicz, C. (2006). Faculty perspectives on moving from Blackboard to the Moodle learning management system. TechTrends: Linking research and practice to improve learning, 50, 36-45
Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania, 78, 316-329.
Berne, J. E. (1998). Examining the relationship between L2 listening research pedagogical theory, and practice. Foreign Language Annals, 31, 169-190.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal 38, 34-38.
Brandl, K. (2005). Are you ready to "MOODLE"? Language Learning & Technology 9, 16-23.
Brett, P. (1996). A comparative study of the effects of the use of multimedia on
listening comprehension. System, 25, 39-53.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York:
Longman.
Buck, G. (1991). The testing of listening comprehension: An introspective study. Language Testing, 8, 67-91.
Buck, G., & Alderson, J. C. (2001). Assessing listening. Cambridge Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy.
84
TESOL Quarterly, 17, 553-573.
Carrell, P. L. (1988). Introduction: Interactive approaches to second language reading.
In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 1-7). New York: Cambridge University Press.
Cavus, N., Uzunboylu, H., & Ibrahim, D. (2006, November). Using the Moodle learning management system and group tool collaborative tool for teaching a programming language. Paper presented at the FAE International Symposium, Gemikonagi.
Cervantes, R., & Gainer, G. (1992). The effects of syntactic simplification and repetition on listening comprehension. TESOL Quarterly, 26(4), 767-770.
Chang, C. S. (2005 ). The preceived effectiveness of question preview in EFL listening comprehension tests. Paper presented at the Fourteenth International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening
performance of EFL learners. TESOL Quarterly, 40, 375-397.
Chang, A. C. S., & Read, J. (2007). Support for foreign language listeners: Its
effectiveness and limitations. RELC Journal, 38, 375-394.
Chang, A. C. S. (2007). The impact of vocabulary preparation on L2 listening comprehension, confidence adn strategy use. System, 35, 534-550.
Chang, A. C. S. (2009). EFL listeners‟ task-based strategies and their relationship with listening performance. TESL-EJ, 13, 1-28.
Chao, Y. G., & Cheng, Y. P. (2004). Listening Difficulties of Taiwanese EFL Students in Senior High Schools. Paper presented at the ETA, Taipei, Taiwan.
Chao, Y. G., & Chien, L. Y. (2005). College English listening strategies and difficulties while takeing TOEFL. Paper presented at the The Fourteenth International Symposium adn Book Fair on English Teaching.
85
Chen, A. H. (2004). Listening strategy instruction: Exploring Taiwanese college studesnts' strategy development. Asian EFL Journal, 11, 54-85.
Chen, H. H. J. (2006). Pre-service English teachers' perceptions of Moodle. Paper presented at the Language Teaching, Literature, Linguistics, Translation, and Interpretation, Taipei.
Chen, L. J. (2004). Exploring the listening comprehension processes of Chinese EFL college students: Listening problems, responding strategies and optimum instructional procedures. Journal of Southern Taiwan University of Technology, 29, 127-150.
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 345-374.
Chung, J. M. (2002). The effects of using two advanced organizers with video texts for the teaching of listening in English. Foreign Language Annals, 35, 231-243.
Elkhafaifi, H. (2005). The effect of pre-listening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38, 505-512.
Ellermeyer, D. (1993). Improving listening comprehension through a whole-schema approach. Early Child Development and Care, 93, 101-110.
ETS. (2007). Tactics for TOEIC. New York: Oxford University Press.
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, 173-180.
Field, J. (2000). Finding one‟s way in the fog: Listening strategies and second-language learners. Modern Language Journal, 75, 173-180.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press.
Fontanin, M., & Svab, M. (2007, August). Applying Moodle to continuing
86
professional development. "Old" contens in a new container? Paper presented at the 73rd IFLA General Conference and Council, Durban, South Africa
Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems System, 28, 55-75.
Hohzawa, A. (1999). Listening comprehension processes of Japanese students of English as a second language (ESL): Does background knowledge really matter? The Humanities and Social Sciences, 60, 368-369.
Hopper, K., & Hendricks, R. (2008). Technology integration in the college classroom. Educational Technology, 48, 10-17.
Jensen, C., & Hansen, C. (1995). The effect of prior knowledge on EAP listening-test performance. Language Testing, 12, 99-119.
Kano, A. (1995). Effects of schema instruction on listening comprehension. Sophia Linguistica, 38, 191-214.
Lee, C., Jor, G., & Lai, E. (2005). Web-based teaching and English language teaching: A Hong Kong experience. Hong Kong: The Chinese University Press.
Lee, Y. J., (2007). The effect of Moole Podcast on Senior High School Students’ English Learning. Unpublished master‟s thesis, National Taiwan Normal University, Taipei, Taiwan.
(李怡君。 民96。Moodle 平台Podcast對高中生英文學習成效之影響。國立台灣師範大學資訊教育學系研究所碩士論文。未出版。台北市。)
Li, X. H., Wu, J., & Wang, W.H. (2007). Analysis of schema and its influence on reading. US-China Foreign Language, 5, 18-21.
Lo, H. Y. (2007). A study of online materials on EFL college students' development of listening comprehension. Unpublished master‟s thesis, National Tsing Hua University, Xin-zhu, Taiwan.
Long, D. R. (1989). Second language listening comprehension: A schema-theoretic
87
perspective. The Modern Language Journal, 73, 32-40.
Luke, C. (1985). Television discourse processing: A schema theoretical approach. Communication Education, 34, 91-105.
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75, 196-204.
Marshall, S. P. (1995). Schemas in problem solving. New York: Cambridge University Press.
Mazza, R., & Botturi, L. (2007). Monitoring an online course with the GISMO tool: A case study. JI. of Interactive Learning Research, 18, 251-265.
McBride, K. A. (2007). The effect of rate of speech and CALL design features on EFL listening comprehension and strategy use. Unpublished doctoral dissertation, The University of Ariona, Tucson.
Mizumachi, I., Tawata, S., & Yamanaka, E. (2002). Developing Japanese CALL
courseware for listening comprehension practice. Paper presented at the
International Conference on Computers in Education, Washington, DC, USA.
Nihei, K. (2002). How to teach listening. (ERIC Document Reproduction Service No. ED 475 743).
Nunan, D. (1997). Listening in language learning. The language teacher, 23, 47-51.
Nunan, D. (2002). Listening in a second language. Paper presented at the meeting of the Eleventh International Symposium on English Teaching/Fourth Pan Asian Conference. Taipei: Crane.
Osuka, N. (2007). What factors affect Japanese EFL learners’ listening comprehension? Paper presented at the JALT Conference Proceedings.
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
Richards, J. C., Platt, J., & Platt, H. (Eds.). (2003) (second ed.). Hong Kong: Willie
88
Shen.
Robin, R. (2007). Commentary: Learner-based listening and technological authenticity. Language Learning & Technology, 11, 109-115.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal. 78, 199-217.
Rumelhart, D. E. (1980). Theoretical issues in reading comprehension. In R. J. Spiro, B. C. Bruce, & W. F. Brewer. (Eds.), Schemata: The building blocks of cognition (pp.33-58). Hillsdale, NJ: Erlbaum.
Salomon, G., & Leight, T. (1984). Predictions about learning from print and television. Journal of Communication, 34, 119-135.
Sherman, J. (1997). The effect of question preview in listening comprehension tests. Language Testing, 14, 185-213.
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19, 105-120.
Sui, H., & Wang, Y. (2005). On pre-listening activities. Sino-US Teaching, 2, 6-9.
Teng, H. C., (1998). The effect of pre-listening activites on lstening comprehension.
Education Resaerch Information, 6, 133-141.
(鄧慧君。民87。聽前活動對英語聽力理解之成效探究。教育研究資訊,6,
133-141。)
Teng, H. C., (2000, November). Analysis of EFL listening needs by Taiwanese college students. Paper presented at the 9th Annual International Symposium on English Teaching, Taiwan.
Tsui, A. B. M., & Fullilove, J. (1998). Bottom-up or top-down processing as a discriminator of L2 listening performance. Applied Linguistics, 19, 432-451.
Underwood, M. (1989). Teaching listening. London: Longman.
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of
89
Applied Linguistics, 24, 3-25.
Vandergrift, L. (2007). Recent developments in second language and foreign language listening comrpehension research. Language Teaching, 40, 191-210.
Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening
comprehension with Spanish young learners of English. Language Learning & Technology, 11, 87-101.
Wang, T. T. (2008). The effects of different types of listening support on listening performance of elementary school students. Unpublished master‟s thesis, National Pingtung University of Education, Pingtung, Taiwan.
Wang, X. (2008). Implications of schema theory on classroom teaching of listening and speaking in college English. Journal of Liaoning Normal University (Social Sciences Edition), 31, 86-88.
Wu, M. L., & Tu, J. T. (2005). SPSS & Application and Analysis of Statistics. Taipei: Wu-nan publisher.
(吳明隆、涂金堂。民94。SPSS 與統計應用分析。台北市:五南。)
Yen, A. L., & Shiue, S. M. (2004). A study of English listening difficuities encountered by FHK students, The Thirteenth International Symposium and Book Fair on English Teaching. Taipei: Crane publisher.
Zeng, Y. J. (2007). Schema theory and its application in teaching listening for non-English major undergraduates. Sino-US Teaching, 4, 32-36.
Zhang, W. P. (2006). Effect of schema theory and listening activities on listening comprehension. Sino-US Teaching, 3, 28-31.

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔