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研究生:林柔安
研究生(外文):Lin, Jou-An
論文名稱:高中英文教師聽力教學信念之研究
論文名稱(外文):Teachers’ Beliefs in Relation to EFL Listening at Senior High Schools in Taiwan
指導教授:趙玉芝趙玉芝引用關係
指導教授(外文):Chao, Yu-Gi
口試委員:趙玉芝龔慧懿蔡雅琴
口試委員(外文):Chao, Yu-GiKung, Hui-ITsai, Ya-Chin
口試日期:2017-06-23
學位類別:碩士
校院名稱:國立彰化師範大學
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:2017
畢業學年度:105
語文別:英文
論文頁數:130
中文關鍵詞:教師信念英語聽解力以英語為外語的聽力教學聽力困難
外文關鍵詞:teachers’ beliefslistening comprehensionEFL listening instructionlistening difficulties
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本研究旨在探討高中英文聽力教學之教師信念。研究對象為12位台灣台中市 和彰化市地區的高中英語教師,本研究的工具為背景資料問卷和訪談各一份。在本 研究中,主要有三個研究問題如下:第一,高中教師對英聽教學之教師信念是什 麼?第二,高中教師對在學生英文聽力困難上的教師信念是什麼?第三,高中教師 在增進學生的英文聽力能力上的教師信念是什麼?
研究結果發現有三:第一,高中教師傾向於使用文本為導向的教學和溝通導
向的教學,大部分的教師認為最扎實的方式是透過由下而上的教學法來訓練高中學
生的英文聽力;此外,很多教師也相信建立語意和語音之間的連結對於英文聽力能
力提升來說十分重要;在以英語為外語的聽力教學法上的教師信念主要是在職前教
育中成形的,亦有一些被學校教育所影響和塑形。第二,高中教師對於學生英文聽
力困難的教師信念主要是缺乏英文單字量以及缺乏語意和語音之間的連結,這些信
念主要是在自身英文聽力學習經驗和現在課堂教學中所成形的。多數教師認為高中
生所面臨主要聽力的問題為。因此,提供逐字稿、重複聆聽、以及兩兩互相朗讀是
幫助學生解決聽力困難的有效方式。第三,大多數教師認同使用多媒體作為教學材
料或是作為自學的材料,藉此來激發學生英語學習動機。此外,在許多班上也使用
聽力日誌;教師們認為這是最有效的方式作為作業來促進學生英語聽力;最後,本
研究提出英語教學的建議、研究限制以及對未來研究的些許建議。
This study aimed to determine teachers’ beliefs in EFL listening instruction at the senior high school level. The study subjects were 12 senior high school English teachers from Changhua City and Taichung City in Taiwan. The instrumentation of the study consisted of a background information questionnaire and an interview guide. Three research questions were raised: 1) What are the teachers’ beliefs in EFL listening instruction at the senior high school level? 2) What are the teachers’ beliefs in the EFL listening difficulties of students at the senior high school level? 3) What are the teachers’ beliefs in facilitating the EFL listening comprehension of students at the senior high school level?
The three major findings of this study are as follows. First, the teachers tend to apply either text-oriented instruction or communication-oriented instruction in class. The majority consider the use of a bottom-up process as a fundamental way to train the English listening skills of senior high school students. Many of the teachers also believe that making connections between the meanings and sounds of words is necessary to improve English listening ability. The teacher’s beliefs in EFL listening instruction at the senior high school level were mostly shaped in their pre-service program, while some were influenced and shaped during their secondary school years. Second, most of the teachers believe that the main EFL listening difficulties are the students’ limited vocabulary and the lack of connection between unfamiliar sounds and their meaning. The teachers’ beliefs in the EFL listening difficulties of students at the senior high school level were mainly shaped based on their own English listening learning experience and their current practice in class. Thus, providing a transcript of aural teaching materials, doing repeated listening, and pair reading are regarded as useful ways to solve the listening difficulties of students. Third, the teachers’ beliefs in various ways to facilitate the listening comprehension of students at the senior high school level include utilizing multimedia as teaching or self-learning materials to raise the students’ English learning motivation. In addition, listening journals are applied as assignment in many classes to facilitate the listening skills of students. At the end of this thesis, the pedagogical implication and limitations of the study and suggestions for further research are provided.
ABSTRACT (English) i
ABSTRACT (Chinese) iii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii

CHAPTER ONE INTRODUCTION 1
 Background and Motivation of the Study 1
 Purposes of the Study 3
 Research Questions of the Study 4
 Significance of the Study 4
 Definition of Terms 5

CHAPTER TWO LITERATURE REVIEW 7
 The Process of Listening Comprehension 7
  Anderson’s Cognitive Framework 8
  Brownell’s HURIER Model 9
  Bottom-up Processing 12
  Top-down Processing 13
 Listening Instruction 15
  Text-Oriented Instruction 15
  Communication-Oriented Instruction 17
  Learner-Oriented Instruction 19
 A Pedagogical Model for Second Language Listening 21
 Teachers’ Beliefs 25
  Teachers’ Beliefs in English listening Instructions 25
  Studies on Teachers’ Beliefs of English Listening Instruction 28

CHAPTER THREE METHODOLOGY 39
 Population of the Study 39
 Subjects of the Study 40
 Instrumentation of the Study 40
 Data-Collecting Procedures 44
 Data Analysis 45
 Reflections on the Pilot Study 45

CHAPTER FOUR RESULTS 47
 Background Information of the Interviewees 47
 Results of interview analysis 49
  Senior High School Teachers’ Beliefs in EFL Listening Instruction 49
  Senior High School Teachers’ Beliefs in the EFL Listening Difficulties 67
  Senior High School Teachers’ Beliefs in the Ways to Facilitate EFL Listening 77

CHAPTER FIVE DISCUSSION AND CONCLUSION 85
 Summary of the Major Findings 85
 Discussion of the Findings 88
 Conclusion of the study 94
 Pedagogical Implications of the Study 96
 Limitation of the Study 97
 Suggestions for Further Study 98

REFERENCES 100

APPENDICES 107
 Appendix A Consent Form 107
 Appendix B English Version of Consent Form 108
 Appendix C Background Information 109
 Appendix D English Version of Background Information 110
 Appendix E Interview Guide 111
 Appendix F English Version of Interview Guide 112
 Appendix G Sample of Transcript of Interview 113
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