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題名 國中學生接受聽力策略訓練後聽力策略發展之研究
An Investigation of Junior High School Students` Listening Strategies Development after Explicit Listening Instruction
作者 馮羽欣
貢獻者 葉潔宇
Yeh, Chieh Yue
馮羽欣
關鍵詞 聽力策略學習過程
聽力策略訓練
聽力策略
國中生
日期 2013
上傳時間 1-Jul-2014 12:24:50 (UTC+8)
摘要 本研究旨在探討國中學生在接受為期十二周的聽力策略訓練(LSI)之後，其後設認知、認知、社會情感策略的使用和發展以及了解國中學生聽力策略學習的過程。研究對象為36名北部國中七年級學生。其中，後設認知策略和認知策略將在課堂上明確的(explicitly)教導；而社會情感策略則是暗示的(implicitly)教導。從反思日記中所收集的資料以質化和量化的方式分析。量化資料以SPSS 11.5 來做描述統計分析；而質化資料則以逐字稿打出並由研究者和另一名英文老師來做分析與歸類的工作。
研究結果顯示後設認知策略和社會情感策略的使用減少，而認知策略的使用增加。此外能力高低與策略使用的次數並沒有絕對的對應。另外，學生可以在策略訓練的過程中發展出自己的策略。最後，策略的使用十分的個人化與複雜。根據研究發現，本研究提出三點對於國中英文聽力教學上的建議。第一，聽力策略訓練可以與國中英文課程做結合。第二，教導學生聽力策略的同時，應要求學生寫反思日記。最後，不應強迫學生在聽力策略上的使用方式，因為聽力策略的使用個別性很高。
參考文獻 Reference

Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (p. 85-102). Englewood Cliffs, NJ: Prentice Hall.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, (pp 757-771). Mahwah, NJ: Lawrence Erlbaum.
Arnold, J. (e.d.) (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
Arnold, J. & Brown, H.D. (1999). A map of the terrain. In Arnold, J. (e.d.) Affect in language Learning. (pp1-24). Cambridge: Cambridge University Press.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow, Essex: Pearson Education.
Brown, H. D. (2007). Principles of language learning and teaching. (5th edition). (p118-51). NY: Longman.
Bubin, J. (2011). A review of second language listening comprehension research. Hermitage Avenue Wheaton, MD 20902
Buck, G. (1991). The testing of listening comprehension: an introspective study. Language Testing, v8 (1), pp67-91
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. (pp.71-84). Englewood Cliffs, NJ: Prentice- Hall.
Chamot, A. U., and Kupper. (1989). Learning strategies in foreign language instruction. Foreign Language Annals 22, 1 pp.13-24.
Chamot, A.U., & El-Dinary, P. B. (1990). Children’s learning strategies in inmmersion classrooms. The Modern Language Journal, 83 (2), 319-341
Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M.P. Breen (ed.) Leaner Contributions to Language Learning (pp. 25-43)
Chamot, A. U. (2004). The Cognitive Academic Language Approach (CALLA): An update. In P.A. Richard- Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (PP. 87-101). White Plains, NY: Longman
Chamot, A.U. (2004b). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching. 1(1), (pp.14-26).
Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P.A. Richard-Amato & M.A. Snow. (eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp87-101). White Plains, NY: Longman.
Chen, Ai-Hua. (2009). Listening strategy instruction: Exploring Taiwanese college
students’ strategy development. Asian EFL Journal, 11(2), 54-85
Chan, C. Y. (2005). A Study of Metacongitive Strategies in EFL Listening Comprehension. Unpublished master’s thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan.
Cohen, A. D. (1998). Strategies in learning and using a second language. Longdon: Longman.
Cohen, A. D. (2011). Second language learner strategies. In Hinkel (Ed.) Handbook of research in second language learning and teaching. (pp. 681-98). NY: Routledge.
Dornyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Ellermeyer, D. (1993). Improving listening comprehension through a whole-schema approach. Early child development and care, v93, P.101-110
Grenfell, M. & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
Gillette, B. (1994). The role of learner goals in second language success in J.P. Lantikf and G. Appel (eds.) Vygotskian Approaches to Second Language Learning (pp.195-213). New Jersey: Ablex Publishing Corporation.
Graham, S. & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K. R. Harris & S. Graham (eds.), Handbook of research on learning disabilities (pp. 323-344). New York: Guildford.
Long, D. (1990). What you don`t know can`t help you. Studies in Second Language
Acquisition, 12, 65-80.
Goh, C. (2000). A cognitive perspective on language learners: listening comprehension problems. System 28, 55-75
Goh, C. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Centre.
Goh, C. (2002b). Exploring listening comprehension tactics and their interaction patterns. System 30, 185-206
Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners.
ELT Journal, 60(3), 222-232
Goh, C. (2008). Metacognitive instruction for second language listening development: theory, practice and research implications. RELC Journal, 39, 188
Harris, V. (2003). Adating classroom-based strategy instruction to a distance learning context. TESL-EJ, 7 (2).
Hildyard, A. & Olson, D. (1982). On the structure and meaning of prose texts. In W. Otto and White (Eds.) Reading expository material. New York, Academic Press.
Hong- Nam, K. & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System 34 (2006) 399-415
Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System,33(4),609621
Huang, Y. C. (2008). The effects of explicit teaching of listening strategies on senior high school. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.
Hung, Li-Chaou. (2010). An experimental study on the effect of metacognitive
strategy based English listening comprehension instruction and strategy using
junior high school students in Taiwan. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.
Hurd, S. (2008). Affect and strategy use in independent language learning. In Hurd, S. and Lewis, T. (Eds.), Language learning strategies in independent settings (pp. 218-236). UK: Multilingual Matters.
Lee, Jin-An Leo. (2007). Exploring metacognitive strategy use in listening comprehension. Unpublushed master thesis, National Taiwan Normal University, Taipei, Taiwan.
Kelly, P. (1991). The main obstacle to listening comprehension with advanced foreign language learners. IRAL,29(2).
Khaldieh, S.A. (2000). Learning strategies and writing processes of proficient VS. less proficient learners of Arabic. Foreign Language Annals, 33(5), 522-533
Li, Pei-Chi. (2009) Effects of listening Strategy Instruction on Junior high school students’ EFL listening comprehension in Taiwan. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.

Little, D. (1996). Strategic competence considerer in relation to strategic control of the language learning process. In H Holec, D. Little and R. Richaterich (eds.) Strategies in Language Learning and Use (Modern Languages): Studies towards a common European Framework of Reference for Language Learning and Teaching (pp. 11-37). Starsbourg: Council of Europe.
Long, D. (1989). Second language Listening Comprehension: A schema-theoretic perspective. Modern Language Journal, 18,3-19
Macaro, E. (2001). Learner Strategies in Second and Foreign Language Classrooms. London: Continuum.
McDonough, S. (1999). Leaner strategies: State-of-the art. Language Teaching 32, 1-18
Meyer, B. J. F.& Rice, G. E. (1983). Effects of discourse type on recall by young, middle, and old adults with high and average vocabulary scores. RIEMEY 1984.
Murphy, J. M. (1985). Investigation into the listening strategies of ESL college students. Paper, TESOL, New York, 1985
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Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/ Harper Collins.
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Oxford, R.L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics 13, 175-187
Oxford, R. (2003). Language learning styles and strategies: An overview. Retrieved June 4th, 2013, from http://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learning%20strategies%20by%20Oxford.pdf
O’ Malley, J. & Chamot, A. & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics 10, (pp.18-437)
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Rees-Miller, J. (1993). A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly 27 (4), 679-689
Richards, J. C. (2003). Tactics for Listening (2nd edition) Basic. Oxford: Oxford University Press.
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Serri, F., Boroujeni, A, J. & Hesabi, A.(2012). Cognitive, Metacognitive, and social/ affective strategies in listening comprehension and their relationships with individual differences. Theory and practice in language studies, V2(4), 843-849, April 2012
Tsui, A. B. M., & Fullilove, J. (1998). Bottom-up or top-down processing as a
discriminator of L2 listening performance. Applied Linguistic, 19, 432-451.
Vandergrift, L. (1996). Listening strategies of core French high school students. The Canadian Modern Language Review, 52(2), 200-223.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3)
Vandergrift, L. (1998). Successful and less successful listeners in French: what are the strategy differences? The French Review 71, 370-395

Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review 58, 555-575
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Vandergrift, L. (2004). Listening to learn or learn to listen? Annual Review of Applied Linquistics, 25,325.
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Wenden, A. (1998). Metacognitive knowledge and language learning. Applied
Linquistics, 19(4), 515537
Wilson, M. (2003). Discovery listening-improving perceptual processing. ELT
Journal, 57(4), 335-343.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning 50 (2), 203-243
White, C. (2008). Language learning strategies in independent language learning: an
overview. In Hurd, S. and Lewis, T. (Eds.), Language learning strategies in independent settings (pp. 3-22). UK: Multilingual Matters.
Wolf, Dieter. “Some Assumptions about Second Language Text Comprehension.” Studies in Second Language Acquisitions 9 (1987): 307-26
Wu, Y. (1998). What do tests of listening comprehension test? A retrospection study
of EFL test-takers performing a multiple-choice task. Language Testing, v15 n1,
p21-44.
Yaru, You. (2007). Effects of explicit strategy instruction on EFL listening performance and strategy use. Unpublished master thesis, National Taiwan Normal University, Taipei, Taiwan.
描述 碩士
國立政治大學
英語教學碩士在職專班
98951003
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951003
資料類型 thesis
dc.contributor.advisor 葉潔宇zh_TW
dc.contributor.advisor Yeh, Chieh Yueen_US
dc.contributor.author (Authors) 馮羽欣zh_TW
dc.creator (作者) 馮羽欣zh_TW
dc.date (日期) 2013en_US
dc.date.accessioned 1-Jul-2014 12:24:50 (UTC+8)-
dc.date.available 1-Jul-2014 12:24:50 (UTC+8)-
dc.date.issued (上傳時間) 1-Jul-2014 12:24:50 (UTC+8)-
dc.identifier (Other Identifiers) G0098951003en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67201-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951003zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討國中學生在接受為期十二周的聽力策略訓練(LSI)之後，其後設認知、認知、社會情感策略的使用和發展以及了解國中學生聽力策略學習的過程。研究對象為36名北部國中七年級學生。其中，後設認知策略和認知策略將在課堂上明確的(explicitly)教導；而社會情感策略則是暗示的(implicitly)教導。從反思日記中所收集的資料以質化和量化的方式分析。量化資料以SPSS 11.5 來做描述統計分析；而質化資料則以逐字稿打出並由研究者和另一名英文老師來做分析與歸類的工作。
研究結果顯示後設認知策略和社會情感策略的使用減少，而認知策略的使用增加。此外能力高低與策略使用的次數並沒有絕對的對應。另外，學生可以在策略訓練的過程中發展出自己的策略。最後，策略的使用十分的個人化與複雜。根據研究發現，本研究提出三點對於國中英文聽力教學上的建議。第一，聽力策略訓練可以與國中英文課程做結合。第二，教導學生聽力策略的同時，應要求學生寫反思日記。最後，不應強迫學生在聽力策略上的使用方式，因為聽力策略的使用個別性很高。		zh_TW
dc.description.tableofcontents Table of Contents
Acknowledgements………………………………………………………………. v
Chinese Abstract………………………………………………………………….. I
English Abstract……………………………………………………………………III
Chapter One: Introduction………………………………………………………1
Background and Motivation…………………….. ……………………………..1
Purpose of the Study……....................................................................................3
Research Questions..............................................................................................3
Chapter Two: Literature Review……………………….....................................5
Listening Process……………….........................................................................5
Top-down Processing..........................................................................................5
Bottom-up Processing.........................................................................................6
Interactive Processing.........................................................................................7
Language Learning Strategies and Listening Strategies.....................................8
Strategy-based Instruction .................................................................................10
The Model of Explicit Strategy Instruction…………………………………….10
The Effectiveness of Explicit Strategy Instruction..............................................14
Chapter Three: Methodology…………………………………………………..17
Participants ........................................................................................................17
The Listening Section of GEPT Elementary Level ............................................17
Teaching Materials…………………………………………………………….18
Reflective Journal...............................................................................................19
Strategy Classification Scheme..........................................................................20
Treatment...........................................................................................................20
Listening Strategies List.....................................................................................20
Procedure...........................................................................................................23
Pilot Study..........................................................................................................24
Main Study.........................................................................................................24
Data Analysis.....................................................................................................25
Chapter Four: Results…………………………………………………………...27
Students’ Strategy Use......................................................................................27
Metcognitive Strategies Use in Listening..........................................................31
Metcognitive Strategies Use in Listening—Quantitative Analysis………........31
Sub-strategies of Planning...........................................................................34
Sub-strategies of Monitoring………...........................................................35
Sub-strategies of Evaluation………............................................................37
Metcognitive Strategies Use in Listening—Qualitative Analysis………..........40
Cognitive Strategies Use in Listening...............................................................42
Cognitive Strategies Use in Listening—Quantitative Analysis………………..42
Sub-strategies of Top-down Strategies........................................................46
Sub-strategies of Bottom-up Strategies………...........................................49
Sub-strategies of Cognitive Other Strategies……………………………..52
Cognitive Strategies Use in Listening –Qualitative Analysis…………………56
Social and Affective Strategies Use in Listening………………………….....59
Social and Affective Strategies Use in Listening—Quantitative Analysis……59
Chapter Five: Discussion…………………………………………………….....65
Chapter Six : Conclusion…………………………………………… …………75
Summary of the Major Findings……………………………………………75
Quantitative Findings……………………………………………………….75
Qualitative Findings………………………………………………………...77
Pedagogical Implications…………………………………………………...77
Limitations of the Present Study and Suggestions for Future Research…78
Reference……………………………………………………………….79
Appendix A…………………………………………………………......87
Reflective Journal………………………………………………………..87
Appendix B …………………………………………………………….90
Listening Strategies Classification Scheme……………………………..90
Appendix C…………………………………………………………….100
Listening Strategy List………………………………………………….100		zh_TW
dc.format.extent 2169801 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951003en_US
dc.subject (關鍵詞) 聽力策略學習過程zh_TW
dc.subject (關鍵詞) 聽力策略訓練zh_TW
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) 國中生zh_TW
dc.title (題名) 國中學生接受聽力策略訓練後聽力策略發展之研究zh_TW
dc.title (題名) An Investigation of Junior High School Students` Listening Strategies Development after Explicit Listening Instructionen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Reference

Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (p. 85-102). Englewood Cliffs, NJ: Prentice Hall.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, (pp 757-771). Mahwah, NJ: Lawrence Erlbaum.
Arnold, J. (e.d.) (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
Arnold, J. & Brown, H.D. (1999). A map of the terrain. In Arnold, J. (e.d.) Affect in language Learning. (pp1-24). Cambridge: Cambridge University Press.
Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow, Essex: Pearson Education.
Brown, H. D. (2007). Principles of language learning and teaching. (5th edition). (p118-51). NY: Longman.
Bubin, J. (2011). A review of second language listening comprehension research. Hermitage Avenue Wheaton, MD 20902
Buck, G. (1991). The testing of listening comprehension: an introspective study. Language Testing, v8 (1), pp67-91
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. (pp.71-84). Englewood Cliffs, NJ: Prentice- Hall.
Chamot, A. U., and Kupper. (1989). Learning strategies in foreign language instruction. Foreign Language Annals 22, 1 pp.13-24.
Chamot, A.U., & El-Dinary, P. B. (1990). Children’s learning strategies in inmmersion classrooms. The Modern Language Journal, 83 (2), 319-341
Chamot, A. U. (2001). The role of learning strategies in second language acquisition. In M.P. Breen (ed.) Leaner Contributions to Language Learning (pp. 25-43)
Chamot, A. U. (2004). The Cognitive Academic Language Approach (CALLA): An update. In P.A. Richard- Amato & M.A. Snow (Eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (PP. 87-101). White Plains, NY: Longman
Chamot, A.U. (2004b). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching. 1(1), (pp.14-26).
Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P.A. Richard-Amato & M.A. Snow. (eds.), Academic success for English language learners: Strategies for K-12 mainstream teachers (pp87-101). White Plains, NY: Longman.
Chen, Ai-Hua. (2009). Listening strategy instruction: Exploring Taiwanese college
students’ strategy development. Asian EFL Journal, 11(2), 54-85
Chan, C. Y. (2005). A Study of Metacongitive Strategies in EFL Listening Comprehension. Unpublished master’s thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan.
Cohen, A. D. (1998). Strategies in learning and using a second language. Longdon: Longman.
Cohen, A. D. (2011). Second language learner strategies. In Hinkel (Ed.) Handbook of research in second language learning and teaching. (pp. 681-98). NY: Routledge.
Dornyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Ellermeyer, D. (1993). Improving listening comprehension through a whole-schema approach. Early child development and care, v93, P.101-110
Grenfell, M. & Harris, V. (1999). Modern languages and learning strategies: In theory and practice. London: Routledge.
Gillette, B. (1994). The role of learner goals in second language success in J.P. Lantikf and G. Appel (eds.) Vygotskian Approaches to Second Language Learning (pp.195-213). New Jersey: Ablex Publishing Corporation.
Graham, S. & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In L. Swanson, K. R. Harris & S. Graham (eds.), Handbook of research on learning disabilities (pp. 323-344). New York: Guildford.
Long, D. (1990). What you don`t know can`t help you. Studies in Second Language
Acquisition, 12, 65-80.
Goh, C. (2000). A cognitive perspective on language learners: listening comprehension problems. System 28, 55-75
Goh, C. (2002). Teaching listening in the language classroom. Singapore: SEAMEO Regional Language Centre.
Goh, C. (2002b). Exploring listening comprehension tactics and their interaction patterns. System 30, 185-206
Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners.
ELT Journal, 60(3), 222-232
Goh, C. (2008). Metacognitive instruction for second language listening development: theory, practice and research implications. RELC Journal, 39, 188
Harris, V. (2003). Adating classroom-based strategy instruction to a distance learning context. TESL-EJ, 7 (2).
Hildyard, A. & Olson, D. (1982). On the structure and meaning of prose texts. In W. Otto and White (Eds.) Reading expository material. New York, Academic Press.
Hong- Nam, K. & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context. System 34 (2006) 399-415
Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System,33(4),609621
Huang, Y. C. (2008). The effects of explicit teaching of listening strategies on senior high school. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.
Hung, Li-Chaou. (2010). An experimental study on the effect of metacognitive
strategy based English listening comprehension instruction and strategy using
junior high school students in Taiwan. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.
Hurd, S. (2008). Affect and strategy use in independent language learning. In Hurd, S. and Lewis, T. (Eds.), Language learning strategies in independent settings (pp. 218-236). UK: Multilingual Matters.
Lee, Jin-An Leo. (2007). Exploring metacognitive strategy use in listening comprehension. Unpublushed master thesis, National Taiwan Normal University, Taipei, Taiwan.
Kelly, P. (1991). The main obstacle to listening comprehension with advanced foreign language learners. IRAL,29(2).
Khaldieh, S.A. (2000). Learning strategies and writing processes of proficient VS. less proficient learners of Arabic. Foreign Language Annals, 33(5), 522-533
Li, Pei-Chi. (2009) Effects of listening Strategy Instruction on Junior high school students’ EFL listening comprehension in Taiwan. Unpublished master thesis, National Changhua University of Education, Changhua, Taiwan.

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