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Title: Advance Organizers with Video Instruction on Industrial Vocational High School Students' Listening Comprehension
Authors: 蔡朱蓉
Contributors: 崔正芳
Keywords: Advance Organizer
listening comprehension
Date: 2004
Issue Date: 2009-09-14 12:16:46 (UTC+8)
Abstract: 本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。
研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測,並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材,而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週,實驗前給予兩組學生學習背景問卷調查,實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知,受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步,其中又以高分群的成效最佳。
Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels.
The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance.
The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools.
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