臺灣博碩士論文加值系統

本研究旨在探討以英語為外語的台灣英語系大學生其學習風格偏好、英語聽力策略使用及英語聽解力之間的關係，其重點主要在於探討學習風格偏好及英語聽力策略使用對英語聽解力的影響。研究對象為472位台灣北、中、南地區的英語系大學生，最後共取得444份有效問卷進行資料分析。參與同學首先進行托福紙筆測驗，以便測量他們的英語聽解力。在考試結束後，參與學生接著填寫學習風格問卷及聽力策略問卷各一份。本研究所得的資料分別使用SPSS 22.0、Amos 20.0及結構方程模式加以分析。
研究結果發現如下：第一，程度較好的學生顯著地偏好使用綜合型學習風格。第二，台灣英語系大學生的學習風格偏好、英語聽力策略使用與英語聽解力三者之間有顯著相關。就學習風格及聽力策略使用兩者關係而言，視覺型、聽覺型和肢感型學生較能在後設認知、認知及社交情感策略上運用自如，分析型學生傾向使用後設認知及認知策略，而綜合型學生則傾向使用後設認知策略。就學習風格及英語聽解力兩者關係而言，綜合型學習風格對英語聽解力有正向的影響，視覺型學習風格則相反。大多數的學習風格再搭配後設認知策略使用後，都能夠增強英語聽解力。再者，就聽力策略使用及英語聽解力兩者的關係而言，後設認知策略對英語聽解力有正向的影響。更確切地來說，下列聽力策略對於英語聽解力有正面的幫助：集中注意力、仔細核對、段落間推測、語言外推測及使用參考資料。相反地，使用翻譯及轉換成中文文法來聽懂英文則是會對英語聽解力造成負面的影響。本論文更進一步提出英語教學的建議。本研究建議英語老師們可以使用聽力策略教學，特別是後設認知策略教學，來幫助學生增進英語聽力。此外，老師們建議也要訓練學生減少使用會降低他們聽力的翻譯及轉換策略。最後，本研究對未來研究提出了些許的建議。

The present study investigated the relationships among learning style preferences, listening strategy use and listening comprehension of Taiwanese EFL English major students. To be specific, the study was purport to find out the influence of learning style preferences and listening strategy use on listening comprehension. Four hundred and seventy-two English major students from northern, central and southern Taiwan participated in the study. Four hundred and forty-four valid questionnaires were analyzed in the present study. Students’ listening comprehension was assessed by TOFEL Institutional Test Program (TOFEL IBT) to assess their listening comprehension. After the completion of the test, a questionnaire for listening strategy use and a questionnaire for learning style preferences were administered to the students. The quantitative data were analyzed by using SPSS Version 22.0 for Windows and Structural Equation Modeling (SEM) with Amos for windows version 20.0.
The major findings were summarized as follows. First, effective listeners had a significantly stronger preference for synthesizing learning style than less effective listeners. Second, there were significant relationships among learning style preferences, listening strategy use and listening comprehension of Taiwanese EFL English major students. Concerning the relationship between learning style preferences and listening strategy use, visual, auditory and tactile/kinesthetic learners tended to employ metacognitive, cognitive and socio-affective strategies flexibly and frequently. Analytic learners tended to make use of metacognitive and cognitive strategies more frequently. Nevertheless, synthesizing learners tended to apply metacognitive strategies more. Considering the relationship between learning style preferences and listening comprehension, synthesizing learning style was shown to influence listening comprehension positively while visual learning style would cause negative impacts on listening comprehension. Most of the learning styles, through the use of metacognitive strategies, lead to a better performance on listening comprehension. As for the relationship between listening strategy use and listening comprehension, metacognitive strategies influenced listening comprehension positively. More specifically, the use of directed attention, double-check monitoring, between parts inferencing, extralinguistic inferencing and resourcing listening strategies would facilitate listening comprehension. Whereas, the use of translation and transfer listening strategies would impede successful listening comprehension. The present study further provided some pedagogical implications. English teachers and educators were suggested to involve listening strategy instructions, especially instructions on metacognitive strategy use, in the class to help students improve their listening comprehension through the use of listening strategies. Moreover, it was also recommended that teachers train students to avoid using translation and transfer strategies which may influence their listening comprehension negatively. Lastly, the study proposed some suggestions for further studies.

ABSTRACT (English) i
ABSTRACT (Chinese) iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xiii

CHAPTER ONE INTRODUCTION 1
Background and Motivation of the Study 1
Purpose of the Study 5
Research Questions 6
Significance of the Study 6
Definition of Terms 7

CHAPTER TWO LITERATURE REVIEW 11
Taxonomies of Learning Style Preferences 11
Learning Style Preference Instruments 26
The Process of Listening Comprehension 32
Studies on Learning Style Preferences, Listening Strategy Use
and Listening Comprehension 47
Research Model and Hypotheses 54

CHAPTER THREE METHODOLOGY 58
Population of the Study 58
Participants of the Study 59
Instrumentation of the Study 60
TOEFL ITP Listening Comprehension Test 60
Listening Strategy Use and Leanring Style Questionnaire 60
Data Collecting Procedures 63
Data Analysis 65
Pilot Study 65
Results of the Pilot Study 65
Reflections on the Pilot Study 86

CHAPTER FOUR RESULTS 89
Quantitative Results of the Questionnaires 89
Results for the First Research Question 91
Results for the Second Research Question 93
Results for the Third Research Question 96
The Initial Model 97
The Final Model 100

CHAPTER FIVE DISCUSSION AND CONCLUSION 111
Summary of the Major Findings 111
Discussion of the Major Findings 115
Pedagogical Implications 122
Limitation of the Study 124
Suggestions for Further Studies 125


REFERENCES 126
APPENDICES 137
Appendix A Background Information Questionnaire 137
Appendix B Listening Strategy Use Questionnaire 139
Appendix C Learning Style Questionnaire 141
Appendix D The English Version of Background Information Questionnaire 143
Appendix E The English Verison of Listening Strategy Use Questionnaire 145
Appendix F The English Version of Learning Style Questionnaire 147

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