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|Other Titles:||The Use of "Think-Aloud"with Massive Subjects in the Study of Listening Strategies|
Lin, Po-Ying;Shih, Su-Chin;Tseng, Chun-Mei;Fong, Ping-Lan
|Issue Date:||2016-12-12 16:55:20 (UTC+8)|
This paper examined the use of "Think-Aloud Task" (TAT) in the study of listening strategy training of 116 EFL college freshmen from four colleges and universities. This study strove to quantify think-aloud data so as to find the correlation between listening comprehension posttest score and think-aloud "score" which may serve as an example of scoring think-aloud protocols with massive subjects. The following questions were studied:1. Do students who score higher on listening comprehension posttest also score higher on TAT?2. Do students' self-perceived strategy use from the questionnaire survey correlate with the actual strategy use shown in quantified TAT data?3. What listening strategies are most frequently used by the effective EFL listeners who get higher scores on TAT?Besides quantified think-aloud data, there also included think-aloud protocol analysis. Tapes of four subjects who scored higher and four subjects who scored lower selected randomly from each of the four groups were transcribed and analyzed in this paper.The results illustrated that the subjects who scored higher on listening comprehension posttest also scored higher on think-aloud task; and there is a significant correlation between the two. In other words, after one academic year's listening strategy training, the students who made more progress in listening comprehension posttest, got higher score in TAT and applied more listening strategies during their listening comprehension processes. We found that memory, key word, prediction, association, background information, etc. were strategies frequently used by our students in particular. In this study,think-aloud protocols have been reported as significantly effective means to detect learners' strategy use of the four groups, which convincingly shed lights on the teaching of the listening strategies. Suggestions on teaching listening comprehension are also discussed.
|Appears in Collections:||[第79期] 期刊論文|
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