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研究生:吳秋美
研究生(外文):Chiou-mei Wu
論文名稱:探討差異化聽力教學對於高中生的英文聽力能力、聽力動機以及策略使用的效益
論文名稱(外文):The Effect of Differentiated Listening Instruction on the English Listening Proficiency, Listening Motivation and Strategy Use of Senior High School Students in Taiwan
指導教授:石素錦 博士
指導教授(外文):Su-chin Shih
學位類別:碩士
校院名稱:國立高雄師範大學
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
論文出版年:2015
畢業學年度:103
語文別:英文
論文頁數:147
中文關鍵詞:差異化教學英文聽力任務聽力能力聽力/任務動機策略
外文關鍵詞:Differentiated InstructionESL/EFL listeningtaskslistening proficiencylistening/task motivationstrategy
相關次數:
  • 被引用被引用:1
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論文名稱:差異化英文聽力任務對高中學生在聽力能力,動機的影響及聽力策略運用之研究
校所組別:國立高雄師範大學英語學系碩士班
畢業時間:一百零二學年度第二學期
指導教授: 石素錦 博士
研究生: 吳秋美

論文提要:
本研究旨在探討三種差異化聽力任務,對三種中、低、高能力的高中學生,在中級全民英檢聽力測驗、任務動機、及聽力策略的影響。
  此研究對象為高雄市立某一間高中,兩個班級的學生,一個是實驗組,另一個是控制組,研究對象共79人。實驗組分成三組能力混合的的組,每組有四位成員,其中高分組員一人,中分組員兩人及低分組員一人,這三種能力的組員在同一組,進行差異化聽力任務的訓練,高分組進行康奈筆記及搭配詞的聽寫訓練,中分組組員進行搭配詞聽寫訓練,低分組組員進行關鍵字聽寫訓練;控制組則是進行傳統教學法。研究人員使用四種測量工具,分別是: 三種聽力任務,線上中級全民英檢聽力,以及聽力動機、任務動機、聽力策略問卷。實驗組和控制組均實行線上全民英檢中級,以及聽力策略問卷,而實驗組除了進行三種不同聽寫測驗之外還完成聽力動機、任務動機的問卷。研究人員收集了資料,將資料分析,得到了以下的結果:
1. 在差異化聽力任務的訓練之後,實驗組和控制組在聽力段考前測分數和聽力段考後測分數間没有顯著差異。
2. 在差異化聽力任務的訓練之後,實驗組中分組及低分組在聽力段考前測分數和聽力段考後測分數間有顯著差異,然而在高分組没有顯著差異。
3. 至於段考英聽前測、段考英聽後測、及全民英檢中級之間的相關性而言,英聽前測和英聽後測、英聽後測和全民英檢中級、英聽前測和全民英檢中級有正相關。
4. 至於實驗組中、低、高三種程度組員在段考英聽前測、段考英聽後測、及全民英檢中級之間的相關性而言,在高分組員中,段考英聽前測和全民英檢中級聽力有正相關;在中分組員中,段考英聽後測和全民英檢中級聽力有正相關;在低分組員中,段考英聽前測和段考英聽後測則有正相關。
5. 三種能力組員在聽力動機上,没有發現顯著相關。
6. 三種能力組員在任務動機上,没有發現顯著相關。
7. 至於實驗組和控制組在聽力策略問卷上的使用情形,控制組和實驗組相比,使用較多的記憶、認知、後設認知及情意的聽力策略。
8. 至於三種能力組員在聽力策略問卷上使用情形,中分組員和低分組員相比,中分組員使用較多的認知策略。
總言之,本研究建議教師在能力混合的班級中進行聽力教學時,應針對不同程度學生,進行不同的聽力訓練,特別是中分組及低分組學生;此外,教師可以根據不同聽力程度學生,利用差異化聽力任務來示範不同的聽力策略。

ABSTRACT
The aim of this study was to explore the effect of three differentiated ESL listening tasks on listening proficiency test, task motivation and strategy use of senior high school students.
Two classes of 79 subjects in this study were from one of the Kaohsiung municipal senior high schools. One class constituted the experimental group while the other class was classified into the control group. The experimental group received the treatment of three differentiated listening tasks, while the control group proceeded with the baseline approach. Three instruments were utilized in this study: (a) three listening tasks: (1) The key-word dictation (2) The dictation of chunking (3)The Cornell Notes used as Dictolgloss, (b) two questionnaires, (c) the on-line Intermediate GEPT listening test. Both groups were required to complete the questionnaire of listening strategy use and take the on-line Intermediate GEPT listening test. Further, the experimental group was divided into three ability levels: high-level, middle-level and low-level. The high-level subjects received the Cornell Notes as Dictogloss and dictation of collocation while the middle-level subjects received the dictation of collocation. And still the low-level subjects received the dictation of key words. The researcher collected the data and analyzed them through SPSS.
The major findings of this study are summarized as follows:
1. After the differentiated listening tasks, there was no statistical significance in the relationship between the listening midterm pretest and listening midterm posttest between the experimental group and the control group.
2. After the differentiated listening tasks, there was statistical significance in the listening midterm pretest and listening midterm posttest in the middle-level and low-level subjects. However, the difference was not significant in the high-level subjects.
3. As for the correlations among Pretest, Posttest and GEPT in the two groups, positive correlations existed between Pretest and Posttest, between Pretest and GEPT, and between Posttest and GEPT.
4. Concerning the correlations among Pretest, Posttest and GEPT among the three levels, there was moderate positive correlation between Pretest and GEPT in the high-level subjects. Moderate positive correlation also existed between Posttest and GEPT in the middle-level subjects while in the low-level subjects, there was also moderate positive correlation between Pretest and Posttest.
5. In terms of listening motivation, there was no statistical significant difference among the three levels of subjects in the experimental group.
6. As for the task motivation, no statistical significance was found among the three levels of subjects in the experimental group.
7. With respect to the use of listening strategy between the two groups, the control group used the following listening strategies more frequently than the experimental group: memory, cognitive, metacognitive and affective strategy.
8. With regard to the listening strategy use among the three levels in the experimental group, middle-level subjects used more cognitive strategy than their low-level counterparts.
To sum up, it is suggested that EFL listening instructors use different levels of listening tasks in different levels of students in a mixed-ability EFL class, particularly for middle and low-level listeners. The findings of this study also suggest that EFL instructors utilize listening midterm exams to predict their students’ intermediate GEPT listening test scores. ESL instructors can use modeling to demonstrate different listening strategies in differentiated listening tasks based on multiple levels of listeners.


TABLE OF CONTENTS
Page
Acknowledgements........................... i
Chinese Abstract.......................... ii
English Abstract………………………………………………………………………………iii
Table of Contents.......................... v
List of Tables ........................... viii
List of Figures............................ x
CHAPTER ONE INTRODUCTION.................. 1
1.1 Background and Motivation 1
1.2 Problems of the Study 4
1.3 Purpose of this Study 5
1.4 Research Questions 6
1.5 Definition of Terms 7
1.6 Limitations of the Study 8
CHAPTER TWO LITERATURE REVIEW 10
2.1 Listening in First Language 10
2.2 Listening in Learning English as a Second Language 12
2.2.1 The Role of Listening in English as a Second Language Learning 13
2.2.2 The Cognitive Process of Listening 14
2.2.3 Studies on the Relationships among Listening Ability, Listening Proficiency and Language Proficiency 21
2.2.4 Task-based Listening 23
2.2.5 Listening Strategy Use of ESL Listeners 28
2.2.6 Studies on the Relationships between Listening Proficiency and Listening Strategy Use 33
2.3 Motivation in Learning English as a Second Language 35
2.3.1 Integrated Motivation and Instrumental Motivation 36
2.3.2 Intrinsic Motivation and Extrinsic Motivation 37
2.3.3 Task Motivation 38
2.4 Differentiated Instruction 42
2.4.1 Principles of Differentiated Instruction 43
2.4.2 Differentiated Instruction in Different Academic Subjects 44
2.4.3 Empirical Studies of Differentiated Instruction on Learning Motivation 46
2.4.4 Task-based Teaching in Differentiated Instruction 47
2.4.5 Student Readiness in Differentiated Instruction 49
CHAPTER THREE METHODOLOGY 52
3.1 Research Design 52
3.2 Subjects 54
3.3 Instruments 54
3.3.1 Differentiated Listening Tasks 55
3.3.2 The On-line Intermediate GEPT Listening Test 60
3.3.3 Questionnaires 61
3.4 Pilot Study 62
3.5 Procedure 64
3.6 Data Analysis 68
3.6.1 Quantitative Analysis 69
CHAPTER FOUR RESULTS AND DISCUSSION 71
4.1 Distribution of the Subjects 71
4.2 Relationship between Listening Midterm Pretest and Listening Midterm Posttest between Two Groups 71
4.3 Relationship between Pretest and Posttest among Three Levels 73
4.4 Correlation among Pretest, Posttest and GEPT in Two Groups 74
4.5 Correlation among Pretest, Posttest and GEPT among the Three Levels 78
4.6 Differences in Pretest and GEPT among Three Levels 79
4.7 Listening Motivation among Three Levels 81
4.8 Differentiated Task Motivation among Three Levels 75
4.9 Listening Strategy Use between Two Groups 91
4.10 Use of Listening Strategy Types among Three Levels 86
CHAPTER FIVE CONCLUSIONS 96
5.1 Summary of the Major Findings 96
5.2 Pedagogical Implications 99
5.3. Suggestions for Future Research 101
REFERENCES 104
APPENDIX A: The Dictation of Key Words 124
APPENDIX B: The Dictation of Collocation 126
APPENDIX C: Cornell Notes for Listening 128
APPENDIX D: Differentiated Listening Task Motivation Questionnaire 129
APPENDIX E: Questionnaire in Chinese 133
APPENDIX F: Questionnaire in Chinese 138
APPENDIX G: Strategy Inventory for EFL Listening Comprehension 141




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