Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/33446

Title: How to Improve Low-Achievers' Listening Abilities─Using PE students as An Example
Authors: 黃永蓮
Huang,, Yung-lien
Contributors: 葉潔宇
Yeh, Chieh-yue
Huang,, Yung-lien
Keywords: 低學習成就者
low achievers
listening to English songs
listening to passages
journal writing
Date: 2005
Issue Date: 2009-09-17 16:37:01 (UTC+8)
Abstract: 本研究旨在探討如何增進低學習成就者英聽能力,除了研究何種聽力教材符合低學習成就者認知上的需求之外,並在英聽課從情意因素著手,引起低學習成就者學習動機,而且英聽課程設計也融入多元智慧,從外在成績的提昇激勵低學習成就者內發性地自主學習動機。
This research investigated how to improve low achievers’ listening ability, using PE students as the subject of the study. The purpose was (a) to investigate what kind of listening materials meet low achievers’ cognitive needs; (b) to motivate low achievers in listening course affectively; (c) to apply MI theory into listening curriculum development for low achievers; (d) to trigger low achievers extrinsically and intrinsically in English class.
A total of 14 high school PE seniors in Taipei County in Taiwan participated in the study. The research period lasted for a semester from September 2003 to January 2004. Journals on listening to songs and listening to passages were employed as instruments. Data for the research were collected from students’ journals.
The results of the study are summarized as follows. (1) Comprehensible English songs and English passages related to learners’ daily life, including lexis, phrases, and sentence patterns they previously learned were especially beneficial for low achievers to improve their listening ability. (2) A pleasant and supportive classroom atmosphere enables low achievers to reduce language learning anxiety and maintain low achievers’ self-esteem. (3) Courses integrating six intelligences (i.e. verbal/linguistic, musical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal intelligences) were designed into three stages; i.e. pre-listening, while-listening, and post-listening in the listening treatment, and proved to be effective. (4) Low achievers were inspired by extrinsic rewards and intrinsic factors. Better grades and positive feedback inspired low achievers’ extrinsic motivation. Besides, intrinsic motivation derived from comprehensible input and listening to English songs.
The findings of the study suggest that low achievers’ listening ability can be effectively improved as long as listening materials are carefully designed to suit students’ needs.
Reference: Chinese (中文部份):
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Description: 碩士
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