臺灣博碩士論文加值系統

由於現代全球化趨勢，學習英文已經成為一種潮流和熱度 (Krashen, 2003)。當然，台灣的學生也不例外。在台灣學習英文仍然是以考試為主，台灣的英文老師過度強調學生必須學習單字和文法來應付考試，以至於其他的能力被忽略掉，例如聽力和口說 (Chang, Wu &Lo, 2007) 。在這高度壓力之下，學生對學英文產生焦慮和壓力，逐漸與學英文的本意背道而馳。為了改善這個情況，教育部在2001年推行九年一貫制度。在英文的部分，九年一貫制度強調要英文的聽、說、讀、寫平衡發展。本研究使用聽說教學法來教22位六年級國小學童英文歌曲，並探討是否英文歌曲能改善他們對聽力理解和情意領域。
本研究使用了四項工具：第一，本研究使用了YLE (Young learners English tests)，此測驗在本研究裡分為前測和後測，其研究目的在學生對於聽力理解上是否有明顯差異。第二，採用情意領域的問卷，此問卷是根據Krathwohl的情意理論 (五項觀念:知覺，反應，價值，概念，個性)設計。
本研究實驗對象為桃園縣22位六年級國小學童，他們將會接受每周一次45分鐘的英語歌曲教學為期一個學期。實驗後，為了瞭解學童的學習狀況，他們會接受半結構式訪問。
最後這份研究顯示，英文歌曲透過聽說教學法確實能有效提升學生的聽力理解以及正向的情意領域。本研究更進一步提供未來想要使用來教英文歌曲的老師們一些建議和貢獻。

Due to the globalization, learning English has become a trend and a “fever” for students in Taiwan. However, the English learning climate is still very test-oriented. In order to help students pass tests, some English teachers in Taiwan overemphasize the teaching of vocabulary and grammar. As a result, students lack of confidence in listening and speaking English (Chang, Wu & Lo, 2007) and often feel anxious in class. To change this phenomenon, the Ministry of Education (MOE) implemented the Nine-Year Education Program in 2001, which emphasized that English teachers needed to balance the teaching of four skills (listening, speaking, reading, and writing) because Taiwan is within an EFL learning environment.
The purpose of study was to apply the Underwood’s (1989) three listening teaching activities to teach English songs to 22 sixth graders in an elementary school, the purpose of the research aims at finding out whether it can help improve students’ listening comprehension and their affective domain. The effects of English songs on elementary schools students’ English listening comprehension and affective domain.
The participants of this study who received English songs instruction for 12 weeks. In order to examine the development of students’ listening comprehension, students used the YLE-starter listening part as a pre-test and post-test on first week and final week. In addition, students were administered a questionnaire of affective domain. Finally, a semi-structured interview was held on the final week. Thus, both qualitative and quantitative research methods were conducted. The results show that most of students improved their listening comprehension, interest and confidence after learning English songs. This study can become a model for teachers who want to adapt English songs as a teaching material.
Key words: English listening comprehension, affective domain, English songs

ACKNOWLEDGEMENTS i
ABSTRACT iii
CHAPTER ONE 1
INTRODUCTION 1
1.1Background and Motivation 1
1.2The Purposes of the Study 2
1.3Research Questions 3
1.4Definitions of Terms 3
1.4.1 Affective Domain 3
1.4.2 Nine-Year Education Program(NYEP) 3
1.4.3 Low-anxiety 4
1.4.4 The Natural Approach 4
CHAPTER TWO 5
LITERATURE REVIEW 5
2.1The background knowledge of listening 5
2.1.1 Listening-Based Language Learning 5
2.1.2 The Listening Process 6
2.1.3 The Listening Comprehension 8
2.1.3.1 Three Process Models of Listening Comprehension 9
2.1.4 Three Main Stages in Effective Listening Instruction 14
2.2 Using English Songs in Learning 17
2.2.1 The Criteria for Choosing of English Songs 17
2.2.2 Activities in English Songs Singing 18
2.2.3 Teaching English Songs 20
2.2.4 The Reasons for Using English Songs in the Class 22
2.2.5 Relevant Studies of English Songs 23
2.3 The Background Knowledge of Affective Domain 26
2.3.1 Bloom’s Taxonomy 26
2.3.2 The Three Domains 27
2.3.2.1 The Affective Domain 27
2.3.3 Relevant Studies of Affective Domain in Education 29
CHAPTER THREE 32
METHODOLOGY 32
3.1 Subjects 32
3.2 Instruments 33
3.2.1 The Listening Comprehension Test 33
3.2.2 Questionnaire of Affective Domain 34
3.2.3 Semi-Structured Interview 34
3.2.4 Teaching Materials 35
3.3 Research Procedures of the Study 36
3.4 Data Analysis 37
3.5 Present Study 37
3.6 The Pilot Study 40
CHAPTER FOUR 41
RESULT AND DISCUSSION 41
4.1 The Results of Listening Test 41
4.2 Questionnaire Results 44
4.3 The Results of The Interview 52
CHAPTER FIVE 58
CONCLUSION 58
5.1 Major Findings 58
5.2 Conclusion 60
5.3 Pedagogical Implications 61
5.4 Limitation and Suggestion 62
REFERENCES 64
Appendix A 70
Appendix B 75
Appendix D 78
Appendix E 89
Appendix F 95
Appendix G 120








Tables
Table 2.1 The Study about English Songs in Taiwan 25
Table 2.2 Research Studies Done on the Affective Domain in Taiwan 33
Table 3.1 English Song Selections in the Present Study 38
Table 3.2 Research procedures of the study 40
Table 3.3 Procedures for the Experiment 43
Table 4.1 The Results of Listening Test 46
Table 4.2 Pretest and Posttest paired sample t-test 47
Table 4.3 Correlations between quizzes and YLE test 48
Table 4.4 Questionnaire of Affective Domain 49
Table 4.5 Results of One-Sample T-Test for Receiving stage 52
Table 4.6 Results of One-Sample T-Test for Responding stage 52
Table 4.7 Results of One-Sample T-Test for Valuing stage 53
Table 4.8 Results of One-Sample T-Test for Organization stage 54
Table 4.9 Results of One-Sample T-Test for Characterization Stage 54
Table 4.10 The Results of Each Stage 55
Table 4.11 Basic Information of the Interviewees 56







Figures
Figure 2.1 The HURIER Model of Listening Process 7
Figure 2.2 Levels of Representation in Language 10

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