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研究生:林秋蓉
研究生(外文):Qiu-Rong Lin
論文名稱:台灣學生英語聽力困難-以新多益聽力測驗做為探討
論文名稱(外文):Exploring English Listening Difficulties of Taiwanese EFL students: An Analysis of New TOEIC
指導教授:陳建志陳建志引用關係
指導教授(外文):Christopher Chen
口試委員:陳建志曹秀蓉莊俐玲
口試委員(外文):Christopher ChenSharon TsauLi-Ling Zhuang
口試日期:2012-06-29
學位類別:碩士
校院名稱:大葉大學
系所名稱:應用外語研究所
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:2012
畢業學年度:100
語文別:英文
論文頁數:126
中文關鍵詞:聽力推理細節記憶聽力困難醒悟聽力表現相似音詞大意詮釋
外文關鍵詞:listening inference makingdetails memorizingthe awareness of listening difficultieslistening performancewords with similar soundinterpreting gist
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本論文主要透過新多益聽力理解測驗探討台灣EFL學習者之聽力困難。 文中實驗主要以一所位於台灣中部大學之英美語文學系的四個年級學生(大一、大二、大三、大四)作為受測對象,共120位 (每年級30位)。 每位受測者均接受約45分鐘的新多益聽力理解測驗,在聽力測驗結束後,立刻填寫一份關於他們的聽力困難 (awareness of their own listening difficulties) 之調查問卷。 受測者的聽力成績分析顯示 受測者在聽取需要推理與細節資訊時(inference making and details memorizing)明顯表現較差。另一方面, 受測者的聽力困難問卷調查結果顯示,與實際聽力表現呈現不同的方向,台灣EFL學習者深信造成他們聽力困難的主因是來自字彙聽取與辨別字音(lexicon and recognizing individual sounds)。 最後 本論文研究者 比較這兩個研究的結果並從語言學觀點做更深入的探討。
This is a research for a Master Degree thesis, which aims to access and analyze EFL learners’ listening difficulties in Taiwan. In the study, there were 120 English majored students (30 students per year), at a university in the central Taiwan, participating in the study. The participants took an approximate 45-minute New TOEIC listening test and then immediately followed the survey of the awareness of their own listening difficulties. The results of the listening test demonstrate that the Taiwanese EFL learners performed significantly less efficient in inference making (listeners listening experience) and details memorizing (memory) than the other factors (i.e. interpreting gist, recognizing speakers’ accents, organizing context, understanding words and recognizing similar sound ). The results of the survey show that, in the students’ beliefs, the abilities of “lexicon” and “recognizing individual sounds” (linguistic knowledge) are the most difficult listening tasks for them. Consequently, it shows that there is a significant gap between learners’ self-awareness and their real performance. These two results were brought into a further discussion with linguistic perspectives.
TABLE OF CONTENTS

COVER PAGE
ENGLISH SIGNATURE PAGE
SIGNATURE PAGE
ABSTRACT (English) iv
ABSTRACT(Chinese) v
ACKNOWLEDGEMENTS vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xii
Chapter I. Introduction 1
1.1 Background 1
1.2 Motivation 2
1.3 Purposes 4
1.4 Research Questions 4
1.5 Significance of the study 5
1.6 Organization of this Study 6
Chapter II. Literature Review 7
2.1 Theories Related to Listening Comprehension 7
2.1.1 Listening processing 7
2.1.2 Listening comprehension 9
2.1.3 Competences Required for Listening 11
2.1.4 Listening Cognitive Constraints 14
2.1.5 EFL Listeners’ Difficulties 18
2.2 Difficulties of Listening Comprehension 21
2.3 Strategies for Listening Comprehension 22
Chapter III. Methodology 25
3.1 Participants 25
3.2 Hypotheses 26
3.3 Research design 27
3.4 Instruments 27
3.4.1 New TOEIC Listening Comprehension Test 28
3.4.2 The Motivation of using New TOEIC as the listening material 30
3.4.3 Seven Listening Tasks in New TOEIC Listening Test 30
3.4.4 The survey of the awareness of EFL listening difficulties. 34
3.5 Procedures and Data Collection 35
3.6 Data Analysis Method 36
3.7 The pilot Study 36
3.8 The Main Study 41
3.8.1 The Listening Study: Linguistic vs. Nonlinguistic listening tasks 41
3.8.2 The Survey: The Listening Study: Linguistic vs. Nonlinguistic Self-Listening Strategy 45
Chapter IV. Results and Discussion 50
4.1 Analysis of EFL Learners’ Listening Difficulties 50
4.2 Comparing Listening Difficulties among Learners of Different Proficiency 55
4.3 Students’ awareness of Listening Difficulties 59
Chapter V. Conclusion 63
5.1 Summary of the Findings 63
5.2 Limitations and Suggestions of the Study 65
5.3 Pedagogical Implication of the Study 66
Reference 68
Appendix 1 78
Appendix 2 79
Appendix 3 80
Appendix 4 114
Appendix 5 116






































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