臺灣博碩士論文加值系統

本研究旨在探討國立高雄餐旅大學餐旅學群學生大一英文能力分班聽力學習之成效，研究對象為98學年度第1學期四技一年級修讀通識英文聽說課程的新生，共計有248位參與。新生於入學時進行前測，再根據其聽力考試成績分成三個不同程度的班級，於18週後施行相同試題的後測，並發放能力分班教學看法問卷進行填答，最後輔以焦點團體訪談進行英文聽說困難的資料收集。
本研究使用相依樣本t檢定及單因子變異數分析進行資料分析，研究結果顯示所有程度班級學生在聽力學習表現上有顯著進步。而且，以低程度班級聽力進步最多。此外，在能力分班教學的看法問卷構面上，不同程度班級僅對於學習成效構面有顯著的差異，學生認為能力分班有助於改善英文聽說、英文口說的能力，並對在使用英文的場合亦較有自信，但對於學習情緒、教材教法及能力分班制度方面則沒有顯著的差異。而在學習困難方面，不分程度班級的學生都認為單字量不足是影響學習英文的最大困難。根據研究發現提出以下建議，學校應審慎進行分班作業，使學生能在適當的班級接受教學，更能提升其學習成效。另針對不同程度班級應給予適當之教材及試題，以達到因材施教的理念，並在教學中納入單字教學加強學生的字彙量有效提高學生之學習成效。

This research sets its main purpose on exploring the listening effectiveness of ability-grouping for hospitality and tourism freshmen students of general English courses at NKUHT. The research subjects are students enrolling in the first year general English listening and speaking courses of the four-year diploma program, and a total of 248 participants took part. The students were tested when entering the school, and were divided into three different levels according to their performances. They were tested again with the same set of questions and asked to answer a questionnaire for their comments on ability grouping and teaching methods. Finally they were interviewed in groups to gather information on the listening and speaking difficulties they had encountered.
The data were analyzed with methods of paired-sample T test and one-way ANOVA. The results indicated great variance in the students’ performances in each of the levels. Classes of lower levels showed the greatest progress. According to the comments collected from the questionnaires, the ability grouping made the students more confident when using English and effectively enhanced their listening and speaking skills. There were no significant differences regarding attitude, material, teaching methods and the ability-based class dividing system. Students of all levels found the lack of vocabulary to be their main problem in learning English. In accordance of the findings of the research, the following suggestions were made. The school should execute the ability grouping procedure to make sure that students are placed in courses most suitable for their proficiency levels and achieve the greatest learning effect. Also, appropriate materials are to be distributed to students of each level so the students’ needs are fulfilled and they can make best of their learning in the courses.

書名頁 i
博碩士論文授權書 ii
論文口試委員審定書 iii
中文摘要 iv
英文摘要 v
誌謝 vii
目錄 viii
表目錄 x
圖目錄 xi
第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的 3
第三節　研究限制 3
第四節　名詞釋義 4
第二章　文獻回顧 5
第一節　大學英文教學的現況與困境 5
第二節　能力分班 8
第三節　英語聽說教學 12
第四節　英語學習成效與困難 15
第三章　研究方法 20
第一節　研究架構 20
第二節　研究假設 21
第三節　研究方法 22
第四節　研究對象 28
第五節　研究流程 30
第六節　資料分析處理 32
第四章　資料分析結果與討論 34
第一節　聽力的學習成效 34
第二節　能力分班教學的看法 38
第三節　英文課程學習困難 46
第五章　結論與建議 51
第一節　研究結論 51
第二節　研究建議 53
參考文獻 54
附錄一　前、後測試題範例 64
附錄二　正式問卷 66
附錄三　訪談同意函 68
附錄四　訪談大綱 69

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