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題名 台灣高中生聽力策略教學之研究
A Study of Listening Strategy Instruction on Senior High School Students in Taiwan
作者 蔡青倩
Tsai，Ching-chien
貢獻者 余明忠
Yu，Ming-chung
蔡青倩
Tsai，Ching-chien
關鍵詞 高中生
聽力策略
聽力自主
Senior High School Students
Listening Strategy
Listening Autonomy
日期 2006
上傳時間 6-May-2016 17:07:04 (UTC+8)
摘要 本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級
     學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階
     段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成
     績進步情形，聽力策略使用進步情況，及聽力自主改進情況。
     本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練
     習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包
     括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資
     料分析結果如下：
     1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用
     一些聽力策略，而且認知策略最多，情意策略最少。
     2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於
     對照組，顯示聽力策略教學能提升高中生的聽力。
     3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異，
     而且，實驗組在認知策略與情意策略都有顯著進步。
     4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著
     進步。
     5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。
     本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生
     的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。
The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy.
      This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows.
      First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least.
      Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency.
      Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels.
      Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities.
      Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview.
      This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.
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     Murphy, J. M. (1987). The listening strategies of English as a second language college students. Research and Teaching in Developmental Education, 4(1), 27-46.
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描述 碩士
國立政治大學
英語教學碩士在職專班
92951007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929510072
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu，Ming-chungen_US
dc.contributor.author (Authors) 蔡青倩zh_TW
dc.contributor.author (Authors) Tsai，Ching-chienen_US
dc.creator (作者) 蔡青倩zh_TW
dc.creator (作者) Tsai，Ching-chienen_US
dc.date (日期) 2006en_US
dc.date.accessioned 6-May-2016 17:07:04 (UTC+8)-
dc.date.available 6-May-2016 17:07:04 (UTC+8)-
dc.date.issued (上傳時間) 6-May-2016 17:07:04 (UTC+8)-
dc.identifier (Other Identifiers) G0929510072en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/94610-
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) 92951007zh_TW
dc.description.abstract (摘要) 本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級
     學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階
     段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成
     績進步情形，聽力策略使用進步情況，及聽力自主改進情況。
     本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練
     習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包
     括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資
     料分析結果如下：
     1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用
     一些聽力策略，而且認知策略最多，情意策略最少。
     2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於
     對照組，顯示聽力策略教學能提升高中生的聽力。
     3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異，
     而且，實驗組在認知策略與情意策略都有顯著進步。
     4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著
     進步。
     5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。
     本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生
     的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。		zh_TW
dc.description.abstract (摘要) The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy.
      This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows.
      First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least.
      Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency.
      Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels.
      Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities.
      Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview.
      This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.		en_US
dc.description.tableofcontents Acknowledgments.................................................................................................. iii
     Chinese Abstract..................................................................................................... vii
     English Abstract...................................................................................................... viii
     Chapter
      1. Introduction................................................................................................... 1
      1.1 Background of the Study.................................................................... 1
      1.2 Need of the Study............................................................................... 3
      1.3 Significance of the Study.................................................................... 5
      2. Literature Review.......................................................................................... 7
      2.1 Listening in Language Learning......................................................... 7
      2.1.1 The Importance of Listening.................................................... 7
      2.1.2 The Process of Listening.......................................................... 8
      2.1.3 The Difficulties of Listening.................................................... 9
      2.2 Learning Strategies.............................................................................. 11
      2.2.1 The Definition of Learning Strategies….........................…..... 11
      2.2.2 The Classification of Learning Strategies…..................…...... 11
      2.2.3 Learning Strategy Instruction……........................................... 12
      2.3 Learning Autonomy…………………..................................……....... 15
     2.3.1 The Importance of Learners’ Autonomy..............………........ 16
     2.3.2 Promotion of Autonomy………………….................……...... 17
     2.4 Listening Comprehension Strategies..... ............................................. 19
      2.4.1 Listening Strategies…………………........................……...... 19
      2.4.2 Skilled and Less Skilled Listeners’ Listening Strategies…..... 19
      2.4.3 Listening Strategy Instruction……………………………...... 20
     2.5 Research Questions………………………………………………..... 22
      3. Methodology................................................................................................. 23
      3.1 Participants……………………………….................................….... 23
      3.2 Instruments………………………...............................…………...... 26
      3.2.1 Questionnaires……………........................................…........ 26
     3.2.1.1 Listening Strategy Questionnaire………………….... 27
      3.2.1.2 Autonomy Questionnaire……..................................... 28
      3.2.2 Listening Comprehension Tests……..................................... 29
      3.2.3 A Semi-structured Interview………............................…….. 30
      3.2.4 Materials and Lesson Plans…………............................….... 30
      3.3 Procedures………………………….........................................….... 32
      3.4 Data Analysis………………….............................………………... 32
      4. Results....................................... ................................................................. 34
      5. Discussion…………………….........................................................…….. 52
      5.1 The Listening Strategies by Senior High School Students in
     Taiwan………………………………………………………….…... 52
      5.2 The LSI Effects on LS and Listening Proficiency…....................…. 57
      5.2.1 LS Improvement……………………..................................... 57
      5.2.2 Listening Proficiency……….............................................…. 60
      5.2.3 The LSI Effects on Autonomy….................................….….. 63
      6. Conclusion….……………............................... ...................................…… 67
      6.1 Summary of the Study...........................................................………. 67
      6.2 Pedagogical Implications…….......................................................…. 69
      6.3 Limitations of the Study…............................... ......................……... 71
      6.4 Suggestions for Future Research….........................................……... 71
     References……………………………........................…………………………..... 73
     Appendixes………………………........................………………………………... 83
      A. Oxford’s Classification of Language Learning
     Strategies..................................................................................................... 83
      B. Background Questionnaire........................................................................... 85
      C. Listening Strategy Questionnaire………………...............................…….. 86
      D. Autonomy Questionnaire…………………………………..................…... 89
      E. Interview Guides…………………………………………………..……… 91
      F. Learning Strategy Instruction Model in CALLS…………………………. 92
      G. Instruction Guideline of Lowering Anxiety……………………………… 93
      H. Instruction Guideline of Evaluation……………………………...………. 96
      I. Instruction Guideline of Summarization………………………………….. 99
      J. Schedule of Listening Strategy Instruction………………………………. 101
      K. Chinese Version of Background Questionnaire…………………………. 103
      L. Chinese Version of Listening Strategy Questionnaire………………….... 104
      M. Chinese Version of Autonomy Questionnaire…………………………... 107		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929510072en_US
dc.subject (關鍵詞) 高中生zh_TW
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) 聽力自主zh_TW
dc.subject (關鍵詞) Senior High School Studentsen_US
dc.subject (關鍵詞) Listening Strategyen_US
dc.subject (關鍵詞) Listening Autonomyen_US
dc.title (題名) 台灣高中生聽力策略教學之研究zh_TW
dc.title (題名) A Study of Listening Strategy Instruction on Senior High School Students in Taiwanen_US
dc.type (資料類型) thesisen_US
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