隨著外籍英師的優勢被廣泛地討論，他們的教學對於學生實質的語言學習幫助愈發值得探討。在目前的研究中，卻缺乏相關研究，因此本研究主要目的為探討外籍英師對於年輕外語學習者的英力理解能力及聽力焦慮的影響。本研究主軸有二; 其一為檢視在外籍英師的訓練下，學習者聽力理解能力的培養過程及結果。 其二為檢視在外籍英師的教導下，學習者的聽力焦慮感的變化。為求研究結果的綜整性，質性的研究工具以及量性的研究工具皆會被使用，如聽力測驗、問卷、課室觀察及訪談等。
研究結果顯示，學習者的聽力理解能力在外籍英師的教學下有顯著提升。在研究中並發現學習者除了聽力測驗成績有顯著進步外，對於語言的敏感度、對目標語及目標文化的了解也整個有所提升。而聽力焦慮方面，量化研究結果呈現上升狀態; 質化研究結果則顯示學習者認為聽外師教學是一件享受且放鬆的事情。
最後根據研究結果對於英語教學及未來研究方向提供幾點建議，祈能更深入探討國內外籍英師在英語教學中扮演之角色。

While the advantages of native English speaking teachers in English class have been discussed, the actual effects of native English teachers’ instruction to particular language skill are relatively unexplored. The study aims to investigate the impacts of native English speaking teachers on young foreign language learners’ listening comprehension and listening anxiety level. There are two foci of the research. First, both the result and the process of learners’ listening comprehension development is prudently examined. Second, as listening anxiety might play a role in listening performance and language acquisition, it is carefully investigated. Quantitative and qualitative data collection tools such as listening comprehension test, questionnaires, observations, and interviews are utilized in the research.
The findings suggest that the learners make a great progress in listening comprehension by learning with the native English speaking teacher. The progress is not limited to their performance on the listening comprehension test but extends to the sensitiveness to linguistic features of English, and the broaden scope of knowledge of the language and the culture. With respect to listening anxiety, the statistics do not demonstrate the native English speaking teacher’s impacts after six months. Nevertheless, most of the learners seem to view listening as a joyful and relaxing activity when listening to the native English speaking teacher after six months. These findings have implications for the educational settings and local English teachers.

TABLE OF CONTENTS
ACKNOWLEDGEMENT I
摘要 II
ABSTRACT III
TABLE OF CONTENTS V
LIST OF TABLES VII
LIST OF FIGURES VIII
CHAPTER ONE 1
INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 2
1.1.1 The Status of English Language in The World 2
1.1.2 Educational Setting of English in Taiwan 3
1.1.3 NETs and Language Skills Emphasized 6
1.2 PURPOSE OF THE STUDY 9
1.3 RATIONALE OF THE STUDY 10
1.4 RESEARCH QUESTIONS 13
1.5 SIGNIFICANCE OF THE STUDY 13
1.6 ORGANIZATION OF THE STUDY 14
CHAPTER TWO 16
LITERATURE REVIEW 16
2.1 NATIVE ENGLISH SPEAKING TEACHERS 16
2.1.1 Beliefs about NETs 17
2.1.2 NETs in EFL Countries 17
2.2 LISTENING COMPREHENSION 20
2.2.1 Foreign Language Listening Comprehension 20
2.2.2 Listening Comprehension Skills 22
2.2.3 The Importance of Listening 23
2.2.4 Factors Affecting Listening Comprehension 24
2.3 LISTENING ANXIETY 26
2.4 RELATIONSHIP BETWEEN NATIVE ENGLISH SPEAKING TEACHERS, LISTENING COMPREHENSION AND ANXIETY 28
2.5 SUMMARY 29
CHAPTER THREE 30
METHODOLOGY 30
3.1 RESEARCH DESIGN 30
3.2 PARTICIPANTS 33
3.3 INSTRUMENTS 34
3.4 DATA COLLECTION PROCEDURE 39
CHAPTER FOUR 43
RESULTS AND DISCUSSION 43
4.1 NET’S IMPACT ON LEARNERS’ LISTENING COMPREHENSION 44
4.1.1 Learners’ Performance on the Listening Comprehension Test 44
4.1.2 Speculations On Learners’ Listening Comprehension Improvement 50
4.1.3 Summary of the NET’s Impact on Learners’ Listening Comprehension 67
4.2 NET’S IMPACT ON LISTENING ANXIETY 67
4.2.1 Learners’ Response to Foreign Language Listening Anxiety Scale 67
4.2.2 Learners’ Perception on the Affective Aspect of Listening 73
4.2.3 Summary of the NET’s Impact on Learners’ Listening Anxiety 77
CHAPTER FIVE 79
CONCLUSION 79
5.1 SUMMARY OF THE MAJOR FINDINGS 79
5.2 PEDAGOGICAL IMPLICATIONS 82
5.3 LIMITATIONS OF THE STUDY 83
5.4 SUGGESTIONS FOR FUTURE RESEARCH 84
REFERENCES 86
APPENDIX A 90
APPENDIX B 91
APPENDIX C 94

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