(35.175.212.130) 您好!臺灣時間:2021/05/15 10:27
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

: 
twitterline
研究生:劉彥君
研究生(外文):Liu, Yan-Juin
論文名稱:大學生EFL英語聽力策略、學習動機與聽力理解之相關研究
論文名稱(外文):A Study of Relationship between English Listening Strategy, English Learning Motivation and Listening Comprehension for EFL College Students
指導教授:陳新豐陳新豐引用關係
指導教授(外文):Chen, Shin-Feng
口試委員:吳為聖郭明堂
口試委員(外文):Wu, Wei-ShenGuo, Ming-Tang
口試日期:2017-06-19
學位類別:碩士
校院名稱:國立屏東大學
系所名稱:英語學系碩士班
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:269
中文關鍵詞:英語學習動機英語聽力理解英語聽力策略
外文關鍵詞:English learning motivationEnglish listening comprehensionEnglish listening strategies
相關次數:
  • 被引用被引用:1
  • 點閱點閱:724
  • 評分評分:
  • 下載下載:143
  • 收藏至我的研究室書目清單書目收藏:3
很多學者認為英語聽力策略能提升英語能力,而且英語學習動機也被學者研究中。因此,研究者使用英語聽力策略和英語學習動機當作自變項,以及英語聽力理解作為依變項。本研究在探討大學生EFL英語聽力策略,英語學習動機與英語聽力理解之相關性。其中包含英語聽力策略、學習動機與聽力理解的現況。本研究包含學生背景變項對學生英語聽力策略、動機與理解之影響,並討論其相關性及預測力。資料分析採用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜績差相關以及多元迴歸。結果:(1)內在動機及外在動機對英語學習策略有預測力。(2)英語聽力策略與英語聽力理解沒有顯著相關。(3)零動機與英語聽力理解有顯著負相關。結論:認知策略中演繹法有最高使用頻率,建議考取英文證照。後設認知中,自我監控策略有最高使用頻率,建議多和人用英語溝通或考取英語證照。溝通策略在社會策略中有最多使用頻率,然而在閱讀困難方面,沒有閱讀困難使用社會策略較多,因此研究者建議在研究社會策略的同時,也可以考慮到閱讀策略這個自變項。外在動機以自我形象規範為最重要,建議可以發展國外經驗。內在動機中內在成就動機較重要,建議多和人用英語溝通,增加練習時數。在相關方面,後設認知策略與內在動機有顯著中度正相關。研究者建議未來利用後設認知策略可能培養內在動機。在預測力方面,研究者使用內在動機或外在動機當自變項時,可能影響策略的使用。

English listening strategies are thought as ways to improve English by many researchers, and English learning motivation are investigated, too. Therefore, the researcher takes these two variables as independent variables and English listening comprehension as the dependent variable.
This study is about the relationship between English listening strategy, English learning motivation and English listening comprehension for EFL college students. This research includes the situation now of students’ English listening strategy, English learning motivation, and English listening comprehension. Besides, this study includes the effects of students’ background to their English listening strategy, English learning motivation, and English listening comprehension. Then, the relationship and predictive effects are also discussed. The data analysis contains descriptive statistic, independent t-test, one-way ANOVA, Pearson product correlation test, and multiple regression. Result:(1) Intrinsic Motivation and Extrinsic Motivation predict English listening strategies. (2) Students’ English listening strategies do not predict their English listening comprehension. (3) Amotivation and English listening comprehension are with significantly negative correlation.
Conclusion: In English listening strategies, top-down strategies are with the highest average in cognitive strategies. The researcher suggested that students can attend English proficiency test to improve their English. Self-monitoring is with the highest average in metacognitive strategies. Communication strategies are with the highest average in social strategies. However, in this study, students without reading difficulty use more social strategies than students with reading difficulty. Therefore, the researcher suggested that English reading difficulty can be considered as one of the independent variable in the condition that social strategies are dependent variables. Identified Regulation is with the highest average in Extrinsic Motivation. The researcher suggested that students can go abroad if they have the opportunity. IM-accomplishment is with the highest average in Intrinsic Motivation. The researcher suggested learners increase their communication hours or practicing hours. In the relationship, metacognitive strategies and intrinsic motivation are with moderate positive relationship. The researcher suggested learners who use more metacognitive strategies may develop intrinsic motivation. In prediction, Intrinsic or extrinsic motivation predict English listening strategies.

ACKNOWLEDGEMENT I
ABSTRACT(Chinese) II
ABSTRACT(English) IV
TABLE OF CONTENT VI
LIST OF TABLES VIII
LIST OF FIGURES XVI

Chapter One: Introduction 1
Background and motivation 1
Research Purpose 4
Research Questions 5
Definition of Terms 6
Scope of the Study 8

Chapter Two: Literature Review 11
English as a Foreign Language (EFL) 11
English Listening Strategies 12
Learning strategy research 12
Describing strategies 13
Learning strategy definition 14
Learning strategies in English listening 15
Cognitive strategies 17
Metacognitive strategies 28
Social strategies 33
English Learning Motivation 35
English Listening Comprehension 37
Correlation Research 39

Chapter Three: Methodology 43
Research Framework 43
Research variables 44
Research Hypothesis 46
Participants 51
Instruments 55
Procedure 88
Data Analysis 89

Chapter Four: Results 91
The Situation Now of Students’ English Listening Strategies, English Learning Motivation, and English Listening Comprehension 91
The Different Situation from English Listening Strategies, English Learning Motivation, and English Listening Comprehension by Students’ Various Backgrounds 99
The Relationship between College Students’ English Listening Strategies, English Learning Motivation, and English Listening Comprehension 181
The Predictive Power between College Students’ English Listening Strategies, English Learning Motivation, and English Listening Comprehension 187
Discussion 189

Chapter Five: Conclusion and Suggestion 209
Conclusion 209

Reference 219
Appendix 233
Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners (Master’s thesis, Colorado State University). Retrieved from https://dspace.library.colostate.edu/handle/10217/65198
Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners’ listening comprehension and awareness of metacognitive strategies: How are they related? International Education Studies, 6(9), 31-39.
Anderson, J.R. (1985). Cognitive psychology and its implications (2nd ed.). New York: W.H. Freeman.
Anderson, J.R. (2005). Cognitive psychology and its implications (6th ed.). New York: Worth Publishers.
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34, 777-786.
Bacon, S.M. (1992). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of input. Hispania, 75(2), 398-412.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.
Bidabady, F. S., & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4(1), 26-32.
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network, 1-6.
Brown, J.D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Press.
Brown, A.L., & Palincsar, A.S. (1982). Inducing strategies learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2, 1-17.
Brown, G., & Yule, T. (1983). Teaching the spoken language. New York: Cambridge University Press.
Bruning, R., Schraw, G., & Ronning, R. (1999). Cognitive psychology and instruction (2nd Edition). New Jersey: Prentice Hall.
Buck, G. (2001). Assessing listening. New York: Cambridge University Press.
Carrier, K. (1999). The social environment of second language listening: Does status play a role in comprehension? Modern Language Journal, 83, 65-79.
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Chamot, A.U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-22.
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. NY: Addison Wesley Longman, Inc.
Chen, A.-H. (2010). Effects of listening strategy training for EFL adult listeners. The Journal of Asia TEFL, 7(1), 135-169.
Chen, L.-F. (2010). An investigation of the relationships among learning styles, listening comprehension strategies, and English listening comprehension of Taiwanese EFL junior high school students (Unpublished master’s thesis). National Changhua University of Education, Taiwan.
Chen, S.-F. (2.15). Quantities data analysis with SPSS and Excel. Taiwan: Wunan Publisher.
Chien, L. Y. (2007). A study of college English majors’ EFL listening difficulties and strategies while taking TOEFL (Unpublished master’s thesis). National Changhua University of Education, Taiwan.
Cohen, A. (1998). Strategies in learning and using a second language. London: Longman.
Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Research on Youth and Language, 4(1), 35-50.
Derwing, T.M., & Munrow, M.J. (2001). What speaking rates do non-native learners prefer? Applied Linguistics, 22, 324-337.
Feyten, M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180.
Field, J. (2003). Promoting perception: Lexical segmentation in L2 listening. ELT Journal, 57(4), 325-334.
Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26, 402-430.
Gardner, R. C., & Lambert, R. C. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Goh, C. (2002a). A cognitive perspective on language learners' listening comprehension problems. System, 28, 55-75. http://dx.doi.org/10.1016/S0346-251X(99)00060-3
Goh, C. (2002b). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188-213.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222-232.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58(4), 747-783.
Green, J., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.
Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367-383.
Griffiths, C. (2004). Language learning strategies: Theory and research. Occasional Paper. Retrieved from: www.crie.org.nz/research-papers/c_griffiths_op1.pdf
Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly, 34, 769-785.
Horwitz, E. K. (1995). Student affective reactions and the teaching and learning of foreign languages. International Journal of Educational Research, 23(7), 573-579.
Kassaian, Z., & Ghadiri, M. (2011). An investigation of the relationship between motivation and metacognitive awareness strategies in listening comprehension: The case of Iranian EFL learners. Journal of Language Teaching and Research, 2(5), 1069-1079.
Krashen, S. (1981). The ‘fundamental pedagogical principle’ in second language learning. Studia Linguistica, 35, 50-70.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Lee, J. S. (2008). Listening strategies, listening proficiency, and gender. (Master’s thesis, University of Oregon). Retrieved from http://linguistics.uoregon.edu/wp-content/uploads/2015/08/Lee-Jung-Soo.pdf
Li, C.-L., & Haggard, S. (2010). A Study of Technical College Students’ English Learning Motivation in Southern Taiwan. Retrieved from: http://ir.meiho.edu.tw/bitstream/987654321/989/1/%E5%85%B8%E8%97%8F3pdf.pdf
Lin, Y.-C. (2016). Anxiety and listening comprehension performance (Unpublished master’s thesis). National Pingtung University, Taiwan.
Lin, Y.-S. (2013). Investigation of English reading anxiety of Taiwanese senior high school students. (Unpublished master’s thesis). National Kaohsiung Normal University, Kaosiung, Taiwan.
Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.
Liu, H.-J. (2008). A study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. RARECLS, 5, 84-104.
Lynch, T. (1997). Life in the slow lane: Observations of a limited L2 listener. System, 25, 385-393.
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical Framework. Modern Language Journal, 90(3), 320-337.
Mayer. R. (1988). Learning strategies: An overview. In C. Weinstein, E. Goetz, & P. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp.11-22). New York: Academic Press.
McDonough, S. H. (1995). Strategy and skill in learning a foreign language. Bristol: J.W. Arrowsmith Ltd.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Eds.), Teaching English as a second or foreign language listening (pp. 81-106). MA: Newbury House.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia(Eds.), Teaching English as a second or foreign language (pp.69-85). Boston: Heinle & Heinle.
Nakahama, Y., Tyler, A., & van Lier, L. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35, 377-405.
National Capital Language Resource Center. (2003, 2004). Teaching listening
strategies for developing skills. The National Capital Language Resource Center,
Washington, DC [Online] Available:
http://www.nclrc.org/essentials/listening/stratlisten.htm (17 Sept 2009).
Nufai, J. (2012). Effects of processing strategies on listening comprehension (Master’s thesis, Prince of Songkla University, Thailand). Retrieved from http://kb.psu.ac.th/psukb/bitstream/2010/8725/1/363472.pdf
Nunan, D. (1998). Language teaching methodology: A textbook for teachers. London: Prentice Hall International.
Noels, K. A., Clement, R., Pelletier, L. G., (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424-442.
Noels, K. A., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational Orientations and Self-Determination Theory. Language Learning, 50, 57-85.
Ohata, K. (2006). Auditory short-term memory in L2 listening comprehension processes. Journal of Language Learning, 5(1), 21-28.
O'Malley, J., Chamot, A., Stewner-Manzanares, G., Russo, R., & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-584. http://dx.doi.org/10.2307/3586278
O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. England: Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Oxford, R.L. (2003). Language learning styles and strategies: An overview. Learning Styles and Strategies, 1-25.
Oxford, R. L. (2011). Teaching and researching language learning strategies. UK: Pearson.
Pai, B. (2006). A study of English listening strategies used by EFL technological university students (Unpublished master’s thesis). Southern Taiwan University of Science and Technology, Taiwan.
Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737-758.
Politzer, R.L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationships to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-123.
Richards, J.C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-239.
Richards, J. (1990). The language teaching matrix. Cambridge, UK: Cambridge University Press
Richards, J.C. (2008). Teaching Listening and Speaking. New York: Cambridge University Press.
Richards, J.C., Platt, J., & Platt, H. (1997). Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Longman
Richards, J., & Rogers, T. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.
Ridgway, T. (2000). Listening strategies---I beg your pardon? ELT Journal, 54, 179-185.
Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
Rost, M. (2011). Teaching and researching listening (2nd ed.). Essex: Pearson Education Limited.
Rubin, J. (1975). What the ‘good language learner’ can teach us. TESOL Quarterly, 9, 41-51.
Rubin, J. (1994). A review of second language listening research. The Modern Language Journal, 78, 199-221.
Sadighi, F., & Zare, S. (2002). Is listening comprehension influenced by the background knowledge of the learners? A case study of Iranian EFL learners. The Linguistic Journal, 1(3), 110-126.
Salehi, M., & Ziahosseini, S. M. (2007). An investigation of the relationship between motivation and language learning strategies. Pazhuhesh-e Zabanha-ye Khareji, 41, 85-107.
Santos, D., Graham, S., & Vanderpark, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36, 52-68.
Saricoban, A. (1999). The teaching of listening. TESL Journal, 5(12), 19-29.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-159.
Skehan, P. (2003). A cognitive approach to language learning. NY: Oxford University Press.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. http://dx.doi.org/10.1016/S0346-251X(01)00039-2
Shmais, W.A. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2).Retrieved from http://testl-ej.org/ej26/a3.html.
Stern, H.H. (1992). Issues and options in language teaching. Oxford: OUP.
Su, S. W. (2007). A study of the effects of text type on college student’s listening strategy choice while taking listening comprehension test (Unpublished master’s thesis). National Changhua University of Education, Taiwan.
Teshome, S. (2012). Effects of gender, listening proficiency and perceptual learning style preference on listening strategy use of EFL students (Doctor’s thesis, Addis Ababa University). Retrieved from http://www.bdu.edu.et/fh/sites/bdu.edu.et.fh/files/Dr.%20Seyoum%20Teshome%20Dissertation.pdf
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342. http://dx.doi.org/10.1111/j.1944-9720.1996.tb01246.x
Tsai, C.-R. (2010). EFL learners’ listening performance: Its relationship to English proficiency, motivation, listening anxiety, and metacognitive awareness. (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.
Tsui, A.B.M., & Fullilove, J. (1998). Bottom-up or top-down processing as a discrimination of L2 listening performance. Applied Linguistics, 19(4), 432-451.
Underwood, M. (1989). Teaching listening. London: Longman.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and psychological measurement, 53(1), 159-172.
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening. Modern Language Journal, 81(4), 168-175.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Learning Language, 53(3), 463-496.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60, 470-497.
Weir, C. (1993). Understanding and developing language tests. New York: Prentice Hall.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-244.
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: CUP.
Wilson, J. J. (2012). How to teach listening? England: Pearson.
Yang, C. (2009). A study of metacognitive strategies employed by English listeners. International Education Studies, 2(4), 134-139.
Yesilyurt, E. (2013). An analysis of teacher candidates' usage level of metacognitive learning strategies: Sample of a university in Turkey. Educational Research and Reviews, 86(6), 218-225.

Chinese References
吳妙姬、陳怡均(2010)。旅館系學生英語學習動機與聽說能力學習困難之關係研究。餐旅暨家政學刊,7(1),55-79。
李爭宜(2014)。國民小學教師領導、教師專業學習社群參與與教師專業發展之關係研究(未出版之碩士論文)。國立屏東大學,屏東市。
胡若菊(2010)。學習動機與網路自學成效相關性研究。正修科技大學應用外語系 研究報告。Retrieved from: ir.csu.edu.tw/bitstream/987654321/1674/1/CS-2-99-55_胡若菊.pdf
游玉華(2003)。四技一年級新生英文學習動機之研究。聖約翰技術學院改善師資案成果報告,未出版。Retrieved from: personnel.sju.edu.tw/改善師資研究成果/92年度/88.doc
蔡玲玲、鄭美珍、洪雅真(2010)。應外系與非應外系學生英語學習動機之研究。遠東學報,27(2),157-172。
黎瓊麗、莊筱玉、傅敏芳(2006)。國小學童英語學習動機量表之編製。高應科大人文社會科學學報,3,141-167。
蘇伊鈴(2007)。高雄縣國小學童英語學習環境與學習動機關係之研究(未出版之碩士論文)。國立台東大學,台東縣。


QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top