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題名 四位台灣國中生之聽力策略個案研究
A Case Study on Four Junior High School Students` Experiences in Developing EFL Listening Strategies
作者 張立宛
Chang,Li Wan
貢獻者 招靜琪
Chao,Chin-Chi
張立宛
Chang,Li Wan
關鍵詞 維高斯基
社會文化理論
重要他人
聽力策略
聽力策略教學
Vygotsky
Sociocultual theory
significant others
listening strategies
the instruction of listening strategies
strategy instruction
日期 2007
上傳時間 17-Sep-2009 16:21:44 (UTC+8)
摘要 本個案研究旨在探討實施聽力策略教學對四位台灣國中生的影響與衝擊。 不同於以往傳統認知取向的策略教學，本文採用維高斯基（Vygotsky）社會文化取向理論來分析學生的學習；相信策略教學與學習應該考量到學生與外界環境及人際間的互動，而非只探討教學本身的成效。因此本研究在個案對策略學習及自主學習的觀感和態度上多所著墨。文獻回顧內容則涵蓋聽力策略的理論及聽力策略教學實施情形及成效的研究。
　　本研究對象針對37位八年級的學生實施為期18週的聽力教學。但重心放在四位個案身上。研究方法採用質化的學生訪談及學生學習日記的分析輔以量化的聽力策略問卷。實施的步驟分為準備期、診斷期、教學期、練習期、及評估期。在教學開始前，學生們先通過全民英檢初級的聽力測試以評估其聽力能力並篩選個案。然後，實施聽力策略問卷調查以觀察學生平時使用的策略。之後，學生們接受六項聽力策略的教導，包含：猜測、分類、類推、記筆記、選擇性專注、及詢問。在教學實施期間，個案被要求寫學習日記，記錄對所學策略的感想及使用情形。學習日記及訪談是分析個案學習情形的主要資料。
第四章則著重於探討四位個案的家庭背景，學校表現，及對自主學習的態度和想法。目的是希望完整呈現四位個案不同的人格及學習特質，及之所以他們會如此學習的原因。第五章記錄了研究的兩樣重大發現：
1. 聽力能力較高的同學顯然比聽力較弱的學生更能夠有效率的交互使用「由上而下」 及「由下而上」的聽力策略。而聽力較弱的同學則傾向於過度依靠直接翻譯」策略。
2. 原本一向被傳統認知學習策略所忽略的情意方面的因素，反而似乎是影響學生策略學習的主因。這些情意方面的因素包括了：學生如何控制自己的脾氣，學習態度，及情緒。更重要的是，學生似乎都傾向於需要找到生命中的重要他人，並依靠這些較有能力的大人來提供他們踏出學習第一步時必要的安全感，知識，能力，方法及學習的動力。
因此，本研究的發現，回應了維高斯基的社會文化取向理論。唯有先透過人際間的互動與學習，才有可能回歸自我，反求諸己，達到內省與自發的境界。本研究希望能藉由教育現場的真實互動情形，喚醒策略學習及教學研究者對社會文化取向的學習理論，以及學生情意態度影響學習成效的重視。
The purpose of this case study was to investigate four Taiwanese junior high school learners’ listening strategy use when receiving listening strategy instruction. Different from conventional quantitative SLA strategy studies, this present qualitative case study, adopting sociocultural perspectives, grounded on the conception that the issues of strategy learning should not be understood only in terms of direct instruction and its effectiveness. Instead, exploring the learning processes in which learners and the external environment are necessary. Therefore, this case study focused on the discussion of four learners’ attitude toward learning and their perspectives toward listening strategy instruction.
The participants of this study were 37 students in a Taiwanese junior high school in the Taipei city. Yet, the focus was on four cases, Natalie, Tom, Jasmine and Jin Pin. Three major data collection instruments were adopted including the quantitative questionnaire, qualitative interviews and learning journals kept by the four cases. The instructional procedure was divided into five stages-- preparation, diagnosis, instruction, practice, and evaluation. A sample GEPT listening comprehension test was given to the students to pretest their proficiency in the diagnosis stage. Then the instruction on six listening strategies--guessing, grouping, inferencing, note-taking, selective attention, and asking for clarification was provided for 18 weeks. The Listening Comprehension Strategy Questionnaire based on Wang (2000) was conducted to identify the learners’ listening strategy use. Their learning journals were evaluated to explore their ongoing problems and perceptions toward learning the strategies.
In Chapter Four, the profiles of the four cases were illustrated including their family background, school performance, and attitude toward learning autonomously to give a full picture of their learning habits. In Chapter Five, major findings are summarized. First, the case study echoed the previous finding that more skillful listeners seem to use both the ‘top-down’ and ‘bottom-up’ strategies more effectively while less skillful listeners rely too much on direct translation. Second, some salient issues previously not emphasized were found including learners’ affective concerns and their ability to control emotions, turned out to powerfully influence the learners’ learning. The learners needed to be assisted first by some adult surrogates and their significant others and to gain enough guidance, assurance, sense of security and control over the emotions before they can move on to self-regulated learning. If not, their learning tends to be subject to their own emotions, which are mostly controlled by the interaction between the learners and the external environment or the others.
This finding consisted with the sociocultural perspective in that learning is a collaborative process between the learners and their social contexts. Only through interaction with others can learners achieve a new level of autonomy. To foster learner autonomy, strategy training needs to account for a more interactive view of learning.
It also suggests that more efforts should be paid to explore the impact of learners’ affective and social concerns on their language learning toward autonomy.
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描述 碩士
國立政治大學
英國語文學研究所
929510052
96
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510052
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao,Chin-Chien_US
dc.contributor.author (Authors) 張立宛zh_TW
dc.contributor.author (Authors) Chang,Li Wanen_US
dc.creator (作者) 張立宛zh_TW
dc.creator (作者) Chang,Li Wanen_US
dc.date (日期) 2007en_US
dc.date.accessioned 17-Sep-2009 16:21:44 (UTC+8)-
dc.date.available 17-Sep-2009 16:21:44 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:21:44 (UTC+8)-
dc.identifier (Other Identifiers) G0929510052en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33357-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 929510052zh_TW
dc.description (描述) 96zh_TW
dc.description.abstract (摘要) 本個案研究旨在探討實施聽力策略教學對四位台灣國中生的影響與衝擊。 不同於以往傳統認知取向的策略教學，本文採用維高斯基（Vygotsky）社會文化取向理論來分析學生的學習；相信策略教學與學習應該考量到學生與外界環境及人際間的互動，而非只探討教學本身的成效。因此本研究在個案對策略學習及自主學習的觀感和態度上多所著墨。文獻回顧內容則涵蓋聽力策略的理論及聽力策略教學實施情形及成效的研究。
　　本研究對象針對37位八年級的學生實施為期18週的聽力教學。但重心放在四位個案身上。研究方法採用質化的學生訪談及學生學習日記的分析輔以量化的聽力策略問卷。實施的步驟分為準備期、診斷期、教學期、練習期、及評估期。在教學開始前，學生們先通過全民英檢初級的聽力測試以評估其聽力能力並篩選個案。然後，實施聽力策略問卷調查以觀察學生平時使用的策略。之後，學生們接受六項聽力策略的教導，包含：猜測、分類、類推、記筆記、選擇性專注、及詢問。在教學實施期間，個案被要求寫學習日記，記錄對所學策略的感想及使用情形。學習日記及訪談是分析個案學習情形的主要資料。
第四章則著重於探討四位個案的家庭背景，學校表現，及對自主學習的態度和想法。目的是希望完整呈現四位個案不同的人格及學習特質，及之所以他們會如此學習的原因。第五章記錄了研究的兩樣重大發現：
1. 聽力能力較高的同學顯然比聽力較弱的學生更能夠有效率的交互使用「由上而下」 及「由下而上」的聽力策略。而聽力較弱的同學則傾向於過度依靠直接翻譯」策略。
2. 原本一向被傳統認知學習策略所忽略的情意方面的因素，反而似乎是影響學生策略學習的主因。這些情意方面的因素包括了：學生如何控制自己的脾氣，學習態度，及情緒。更重要的是，學生似乎都傾向於需要找到生命中的重要他人，並依靠這些較有能力的大人來提供他們踏出學習第一步時必要的安全感，知識，能力，方法及學習的動力。
因此，本研究的發現，回應了維高斯基的社會文化取向理論。唯有先透過人際間的互動與學習，才有可能回歸自我，反求諸己，達到內省與自發的境界。本研究希望能藉由教育現場的真實互動情形，喚醒策略學習及教學研究者對社會文化取向的學習理論，以及學生情意態度影響學習成效的重視。		zh_TW
dc.description.abstract (摘要) The purpose of this case study was to investigate four Taiwanese junior high school learners’ listening strategy use when receiving listening strategy instruction. Different from conventional quantitative SLA strategy studies, this present qualitative case study, adopting sociocultural perspectives, grounded on the conception that the issues of strategy learning should not be understood only in terms of direct instruction and its effectiveness. Instead, exploring the learning processes in which learners and the external environment are necessary. Therefore, this case study focused on the discussion of four learners’ attitude toward learning and their perspectives toward listening strategy instruction.
The participants of this study were 37 students in a Taiwanese junior high school in the Taipei city. Yet, the focus was on four cases, Natalie, Tom, Jasmine and Jin Pin. Three major data collection instruments were adopted including the quantitative questionnaire, qualitative interviews and learning journals kept by the four cases. The instructional procedure was divided into five stages-- preparation, diagnosis, instruction, practice, and evaluation. A sample GEPT listening comprehension test was given to the students to pretest their proficiency in the diagnosis stage. Then the instruction on six listening strategies--guessing, grouping, inferencing, note-taking, selective attention, and asking for clarification was provided for 18 weeks. The Listening Comprehension Strategy Questionnaire based on Wang (2000) was conducted to identify the learners’ listening strategy use. Their learning journals were evaluated to explore their ongoing problems and perceptions toward learning the strategies.
In Chapter Four, the profiles of the four cases were illustrated including their family background, school performance, and attitude toward learning autonomously to give a full picture of their learning habits. In Chapter Five, major findings are summarized. First, the case study echoed the previous finding that more skillful listeners seem to use both the ‘top-down’ and ‘bottom-up’ strategies more effectively while less skillful listeners rely too much on direct translation. Second, some salient issues previously not emphasized were found including learners’ affective concerns and their ability to control emotions, turned out to powerfully influence the learners’ learning. The learners needed to be assisted first by some adult surrogates and their significant others and to gain enough guidance, assurance, sense of security and control over the emotions before they can move on to self-regulated learning. If not, their learning tends to be subject to their own emotions, which are mostly controlled by the interaction between the learners and the external environment or the others.
This finding consisted with the sociocultural perspective in that learning is a collaborative process between the learners and their social contexts. Only through interaction with others can learners achieve a new level of autonomy. To foster learner autonomy, strategy training needs to account for a more interactive view of learning.
It also suggests that more efforts should be paid to explore the impact of learners’ affective and social concerns on their language learning toward autonomy.		en_US
dc.description.tableofcontents Acknowledgments iii
Table of Contents vi
Chinese Abstract vii
English Abstract ix
Chapter
1. Introduction 1
1.1 Background 1
1.2 Purpose and Research Questions 4
1.3 Significance of the Study 4
2. Literature Review 6
2.1 The EFL/ESL Listening Process 6
2.2 Factors Affecting Learners’ Listening Comprehension 8
2.3 The Need for Effective Listening Strategies 9
2.4 Definition and Inventory of Listening Strategies 11
2.5 Studies Related to Listening Strategy 14
2.5.1 Recent Studies on Diagnosing Learners’ Use of Listening
Strategies and Problems 14
2.5.2 Related Studies on Listening Strategy Instructions 18
2.6 The Need for Sociocultural Theory…………………………………..23
3. Methodology 26
3.1 Participants and Locations 26
3.2 Instrument 30
3.2.1 Listening Comprehension Strategy Questionnaire Based on
Wang (2000) 30
3.2.2 The GEPT Elementary Listening Comprehension Test 30
3.2.3 Individual Interview 31
3.2.4 Group Interview 32
3.2.5 Students’ Learning Journal 32
3.3 Procedures 33
3.4 Data Analysis 37
4. Individual Cases 40
4.1 The Case Profile 42
4.1.1 Natalie 42
4.1.2 Jasmine 57
4.1.3 Tom 66
4.1.4 Jin Pin 78
4.2 To What Extent Can the Four Cases Be Considered Good Learners 90
4.2.1 Natalie 92
4.2.2 Jasmine 100
4.2.3 Tom 111
4.2.4 Jasmine 116
5. Results and Cross-Case Discussion 119
5.1 The Performance of Each Case With Regard To the Four
Research Questions 119
5.1.1 The Use of Each Strategy Employed by the Four Students 119
5.1.2 The Problems of the Students When Dealing With
Listening Tests and Their Strategies to Solve Them 135
5.1.3 What kind of Listening Strategies or Listening Tasks Do
These Four Students Find Most or Least Capable of
Improving Their Listening Comprehension? 140
5.1.4 What Were the Perceptions of the Four Students toward
Listening Strategy Instruction? 144
5.2 Cross-Case Analysis: Issues Revealed 148
6. Conclusions and Implications 156
6.1 Summary for the Findings 156
6.2 Conceptual and Pedagogical Implications 159
6.2.1 Conceptual Implications 159
6.2.2 Pedagogical Implications 160
6.3 Limitations of the Study 162
References 164
Appendixes
A. Data Collection Procedure 173
B. Sample GEPT Listening Comprehension Test 174
C. Learner Account 181
D. Listening Comprehension Strategies Questionnaire (English version) 186
E. The Questionnaire on Listening Comprehension Strategies 189
F. Interview Items (English Version) 195
G Teaching Plan . 197
H English Listening Comprehension Motivation Scale 199
I. Individual Interview 201		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510052en_US
dc.subject (關鍵詞) 維高斯基zh_TW
dc.subject (關鍵詞) 社會文化理論zh_TW
dc.subject (關鍵詞) 重要他人zh_TW
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) 聽力策略教學zh_TW
dc.subject (關鍵詞) Vygotskyen_US
dc.subject (關鍵詞) Sociocultual theoryen_US
dc.subject (關鍵詞) significant othersen_US
dc.subject (關鍵詞) listening strategiesen_US
dc.subject (關鍵詞) the instruction of listening strategiesen_US
dc.subject (關鍵詞) strategy instructionen_US
dc.title (題名) 四位台灣國中生之聽力策略個案研究zh_TW
dc.title (題名) A Case Study on Four Junior High School Students` Experiences in Developing EFL Listening Strategiesen_US
dc.type (資料類型) thesisen
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