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題名 電腦輔助英語歌曲聽力學習任務之研究
A Study of Computer-Assisted Song Listening Tasks for EFL Students
作者 陳慧珠
Chen, Hui-chu
貢獻者 林伯英<br>殷允美
Lin, Po-ying<br>Yin, Yuen-mei
陳慧珠
Chen, Hui-chu
關鍵詞 電腦輔助聽力學習
任務型聽力學習
英語歌曲教學運用
Computer-Assisted L2 Listening
Task-Based L2 Listening
Use of Songs for L2 Instruction
日期 2009
上傳時間 9-May-2016 14:39:56 (UTC+8)
摘要 本論文為一教學實驗之研究，探討如何運用以電腦科技為媒介設計創新的學習環境，激勵台灣技專院校英語低成就學生之學習動機，增進其英語聽力能力。本研究以英語歌曲作為提升學習興趣的動源，電腦輔助學習任務為提供好玩有趣學習過程的憑藉；如此，學生可由愉悅聽歌、趣味活動中實作學習並達成學習任務目標。本論文並探索英語歌曲聽力電腦輔助學習任務對學生聽力字彙與知覺能力之影響，並了解學生對教學設計之歌曲聽力學習任務之評估。由學生在全民英檢聽力、英語母音知覺測驗、及歌曲單字聽力各方面的成績進步，顯示本實驗教學能有效改善低成就學生英語字彙與聽力學。根據相關與變異數分析結果，對學習任務評估越滿意的學生英語歌曲單字聽力成績進步越大。因此，本研究所設計之英語歌曲聽力學習任務能激發學生運用電腦與相關軟體學習編輯聲音影片，來了解英語 聲音與意義的連結、訓練養成辨識斷句的知覺聽力。此教學設計融入聽力教學、任務型學習、電腦輔助學習；且以設計研究方法觀點記錄理論基礎探討、教學資源運用、英語聽力課程中歌曲時間排練及歌曲切割之投影片簡報、歌曲對嘴表演影片製作學習任務之設計執行，提供其他英語教師作為電腦輔助聽力學習活動設計之參考。
This study is an instructional experiment on how an innovative learning environment is constructed to motivate and improve English learning of the low-achievers at Taiwanese polytechnic colleges. Thus, this research employs English popular songs as a motivator and computer-assisted task design as a mediator for the students to do listening and play with the song materials. This instructional design provides these students with concrete task experiential learning and the pursuit for goal-oriented success, along with joyful song listening and playful task activities. This research also investigates the effects of these song listening tasks on the improvement of listening vocabulary and perceptual skills of the participants as well as their appraisals toward the designed tasks: time-rehearsing, segmenting, and lip-syncing. The effects of these song listening tasks are consolidated from the participants’ improved listening test scores from the elementary GEPT Listening Test, the Perception of Spoken English Test, and the Target Lexical Listening Test, their enhanced learning motivation and involved task performance, and their affirmed appraisals about their task fondness and the task usefulness. Furthermore, this study documents the design, implementation, and evaluation of such a song listening task-based syllabus in a digital language lab, which demonstrates an integration of second language (L2) listening instruction, task-based learning and teaching (TBLT), and computer assisted language learning (CALL). The design-based research (DBR) perspectives are also adopted to explain the role of the computer-mediated context to the innovative task construction; in addition, the task features which facilitate listening skills development and stimulate learning experience are identified by the appraisal components of song fondness and easiness, task playfulness and easiness, and task usefulness. Thus, the designed listening tasks can be shared and applied to other similar learning contexts.
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描述 博士
國立政治大學
英國語文學系
91551506
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0915515061
資料類型 thesis
dc.contributor.advisor 林伯英<br>殷允美zh_TW
dc.contributor.advisor Lin, Po-ying<br>Yin, Yuen-meien_US
dc.contributor.author (Authors) 陳慧珠zh_TW
dc.contributor.author (Authors) Chen, Hui-chuen_US
dc.creator (作者) 陳慧珠zh_TW
dc.creator (作者) Chen, Hui-chuen_US
dc.date (日期) 2009en_US
dc.date.accessioned 9-May-2016 14:39:56 (UTC+8)-
dc.date.available 9-May-2016 14:39:56 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 14:39:56 (UTC+8)-
dc.identifier (Other Identifiers) G0915515061en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95004-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 91551506zh_TW
dc.description.abstract (摘要) 本論文為一教學實驗之研究，探討如何運用以電腦科技為媒介設計創新的學習環境，激勵台灣技專院校英語低成就學生之學習動機，增進其英語聽力能力。本研究以英語歌曲作為提升學習興趣的動源，電腦輔助學習任務為提供好玩有趣學習過程的憑藉；如此，學生可由愉悅聽歌、趣味活動中實作學習並達成學習任務目標。本論文並探索英語歌曲聽力電腦輔助學習任務對學生聽力字彙與知覺能力之影響，並了解學生對教學設計之歌曲聽力學習任務之評估。由學生在全民英檢聽力、英語母音知覺測驗、及歌曲單字聽力各方面的成績進步，顯示本實驗教學能有效改善低成就學生英語字彙與聽力學。根據相關與變異數分析結果，對學習任務評估越滿意的學生英語歌曲單字聽力成績進步越大。因此，本研究所設計之英語歌曲聽力學習任務能激發學生運用電腦與相關軟體學習編輯聲音影片，來了解英語 聲音與意義的連結、訓練養成辨識斷句的知覺聽力。此教學設計融入聽力教學、任務型學習、電腦輔助學習；且以設計研究方法觀點記錄理論基礎探討、教學資源運用、英語聽力課程中歌曲時間排練及歌曲切割之投影片簡報、歌曲對嘴表演影片製作學習任務之設計執行，提供其他英語教師作為電腦輔助聽力學習活動設計之參考。zh_TW
dc.description.abstract (摘要) This study is an instructional experiment on how an innovative learning environment is constructed to motivate and improve English learning of the low-achievers at Taiwanese polytechnic colleges. Thus, this research employs English popular songs as a motivator and computer-assisted task design as a mediator for the students to do listening and play with the song materials. This instructional design provides these students with concrete task experiential learning and the pursuit for goal-oriented success, along with joyful song listening and playful task activities. This research also investigates the effects of these song listening tasks on the improvement of listening vocabulary and perceptual skills of the participants as well as their appraisals toward the designed tasks: time-rehearsing, segmenting, and lip-syncing. The effects of these song listening tasks are consolidated from the participants’ improved listening test scores from the elementary GEPT Listening Test, the Perception of Spoken English Test, and the Target Lexical Listening Test, their enhanced learning motivation and involved task performance, and their affirmed appraisals about their task fondness and the task usefulness. Furthermore, this study documents the design, implementation, and evaluation of such a song listening task-based syllabus in a digital language lab, which demonstrates an integration of second language (L2) listening instruction, task-based learning and teaching (TBLT), and computer assisted language learning (CALL). The design-based research (DBR) perspectives are also adopted to explain the role of the computer-mediated context to the innovative task construction; in addition, the task features which facilitate listening skills development and stimulate learning experience are identified by the appraisal components of song fondness and easiness, task playfulness and easiness, and task usefulness. Thus, the designed listening tasks can be shared and applied to other similar learning contexts.en_US
dc.description.tableofcontents Acknowledgement iii
     Chinese Abstract xiv
     English Abstract xv
     Chapter
      1. Introduction 1
      Background 2
      Theoretical Formulation 5
      Purpose 7
      Research Questions 8
      The Layout of this Study 8
      2. Literature Review 11
      Second Language Listening Instruction 11
      Current Developments in L2 Listening Instruction 13
      The Criteria for L2 Listening Instruction 16
      Empirical Studies of L2 Listening Instructional Techniques 18
      Task-Based L2 Listening Instruction 20
      Task Definition and Task Framework 22
      L2 Listening Tasks and Task Types 24
      Designing a Task-Based Listening Course 27
      Computer-Assisted L2 Listening Instruction 31
      Computer Capabilities for L2 Listening Skills Development 31
      Web-Based Technology for L2 Listening Skills Development 33
      Software Application to L2 Listening Instruction 35
      CALL Learning Task Design for L2 Listening 38
      Songs in L2 Classrooms 40
      Advantages and Reasons of Using Songs for L2 Instruction 40
      Song Selection and Teaching Techniques 42
      Empirical Studies on Using Songs in L2 Classrooms 45
      Song Listening in a CALL Environment 47
     
      Design-Based Research 49
      Definition of Terms 52
      3. Methodology 54
      CALL Lab as the Instruction and Research Setting 56
      The Pilot Study 59
      Participants 61
      Instructional Design and Research Procedures 62
      Listening for the Basics 63
      Song Presentation Tasks: Time-Rehearsing and Segmenting 64
      Video-Making Tasks: Subtitling and Lip-Syncing 68
      Appraisal Results 70
      Task Appraisal from the Learning Logs 70
      Task Appraisal from the Questionnaire 71
      Implications and Revisions for the Formal Study 73
      The Formal Study 75
      Participants 76
      Instrumentation 76
      Questionnaire Surveys 76
      Listening Tests 79
      Materials 83
      Computer-Related Tools 85
      Learning Logs and Interviews 87
      Instructional Design 87
      Time-Rehearsing Task 88
      Segmenting Task 88
      Group Lip-Syncing Task 90
      Individual Lip-Syncing Task 92
      Instruction and Research Procedures 93
      Pre-Instruction Phase 95
      Task-Instruction Phase 95
      Post-Instruction Phase 97
     
     
      Data Analysis 97
      Measurement Criteria 98
      Statistical Analyses 100
      Interpretative Analyses 101
      4. Results 102
      Profile Information of the Participants 102
      Performance of Listening Tests 111
      Elementary GEPT Listening Comprehension 111
      Perception of Spoken English (POSE) Vowel Test 115
      Target Lexical Listening Test 119
      Performance of Listening Tasks 123
      Time-Rehearsing Tasks 123
      Segmenting Tasks 124
      Group Lip-Syncing Task 126
      Individual Lip-Syncing Task 128
      Appraisals of Song Listening Tasks 132
      Responses from the Learning Logs 133
      Segmenting Venus and The Rose 133
      Review of The Rose and Preparation for Group Lip-Syncing 137
      Rehearsing Practice for Group Lip-Syncing 141
      Responses from the Appraisal Questionnaires 145
      Song Fondness 145
      Song Easiness 147
      Task Playfulness 149
      Task Easiness 153
      Task Acceptance 157
      Task Usefulness 159
      Task Appraisal 162
      Correlations between Listening Test Scores, Participants’ Background Attributes, Task Performance, and Task Appraisal 165
     
     
     
      Listening Practice and Software Familiarity in Relation to Listening
      Test Performance 165
      Practice Intensity and Listening Test Performance 165
      Software Familiarity and Listening Test Performance 166
      Correlation between Task Appraisal and Listening Test
      Performance 168
      Correlation between Task Performance and Listening Test
      Performance 169
      Results Summary 171
      5. Discussion 173
      Improved Listening Performance 173
      Songs as Input Materials for Listening Tasks 175
      Task Features for Facilitating Listening Skills 176
      Attention-Focusing 177
      Skill Practicing 178
      Gap-Noticing 182
      Listening-Increasing 182
      Outcome-Achieving 183
      Enhanced Motivation and Raised Awareness............................................184
      Song Fondness and Task Playfulness 184
      Easiness for Task Success 186
      Increased Time and Efforts on Task Processing 189
      Raised Awareness for Enhancing Listening Skills 189
      Positive Appraisals and Involved Task Performance Accelerate
      Listening Progress 190
      Evaluation of the Song Listening Task-Based Syllabus 192
      6. Conclusion 201
      Significance of this Study 201
      Summary of this Study 204
      Pedagogical Implication 206
      Suggestions for Future Research 212
      Limitations of this Study 214
     
     References 216
     Appendixes
      A. Sample Question Items of the Listening Section in an Elementary GEPT 233
      B. Questionnaire of Needs Analysis in the Pilot Study 237
      C. Self-Contrived Perception Test in the Pilot Study 240
      D. Sound-Inserted PPT Slides for Listening Exercises from the Textbook 242
      E. Appraisal Questionnaire for Song Listening Tasks in the Pilot Study 244
      F. Result Details of three Learning Logs in the Pilot Study 248
      G. Result Details of the Appraisal Questionnaire for the Pilot Study 251
     H. Needs Analysis Questionnaire of Listening Skills Learning in the Formal
      Study 252
      I. The Survey Questionnaire of Listening Practice and Software
      Familiarity 256
      J. Appraisal Questionnaire toward Time-Rehearsing in the Formal Study 259
      K. Appraisal Questionnaires of Song-Segmenting and Lip-Syncing Tasks 262
      L. Test Items of for the Lexical Listening Pretest and Posttest 270
      M. The Pretest of Target Lexical Listening Test 272
      N. The Posttest of Target Lexical Listening Test 275
      O. The Song Appraisal Sheet for Song Selection 276
      P. Sample Handouts for Song Learning 277
      Q. Formats of Learning Logs in the Formal Study 278
      R. Weekly Syllabuses for Computer-Assisted Song Listening Task
      Instruction 280
      S. Sample PPT Slides Used in Time-Rehearsing Tasks 284
      T. The PPT Slides for Lyric Review and Vowel Contrasts 287
      U. Sample Scoring Chart for the Target Lexical Test 289
      V. Mean Scores of Group Lip-Syncing Lyric Accuracy 290
      W. Mean Scores of Individual Lip-Syncing Lyric Accuracy 292
      X. ANOVA Results of Perceived Fondness and Easiness of the Six Songs 294
     Vita 296
     
     
     LIST OF TABLES
     
     
     Table
      3.1 Comparison between the Pilot and the Formal Studies 74
      3.2 Reliability of the Needs Analysis Questionnaire of Listening Skills
      Learning 77
      3.3 Reliability of Listening Practice and Software Familiarity
      Questionnaire 78
      3.4 Reliability of the Questionnaires of Task-Appraisal 79
      3.5 Preliminary Textual Analysis for the Selected Six Songs 85
      4.1 Frequency of Reported Reasons for Improving Listening Ability 103
      4.2 Intensity of Problem Perception in Listening Skills Learning 104
      4.3 Intensity of Difficulty Perception in Listening Comprehension 105
      4.4 The Participants’ Previous Weekly Practice Time outside Class
      Sessions 106
      4.5 Frequency of Participants’ Listening Practice Activities 107
      4.6 Participants’ Time on Computer Use during the Weekdays 108
      4.7 Mean Frequency of Participants’ Computer-Mediated Activities 109
      4.8 Participants’ Familiarity with Relevant Software 110
      4.9 T-Test Result of Pretest and Posttest GEPT Listening Scores 112
      4.10 T-Test Results of GEPT Listening Scores of the Three
      Achiever Groups 113
      4.11 ANOVA Result of GEPT Listening Gain Scores among the Three
      Achiever Groups 114
      4.12 Multiple Comparisons of GEPT Listening Gain Scores among the Three
      Achiever Groups 114
      4.13 T-Test Result of Pretest and Posttest Scores of POSE Vowel Test 115
      4.14 T-Test Results of POSE Vowel Pretest and Posttest Scores for the Three
      Achiever Groups 116
     4.15 ANOVA Result of POSE Vowel Gain Scores of the Three
      Achiever Groups 117
     
      4.16 Multiple Comparisons of POSE Vowel Gain Scores among the Three
      Achiever Groups 117
      4.17 Mean Accuracy of Vowel Contrasts in POSE Vowel Test 118
      4.18 T-Test Result of Pretest and Posttest Scores of Target Lexical Listening
      Tests 119
      4.19 T-Test Results of Target Lexical Listening Test Scores for the Three
      Achiever Groups 120
      4.20 ANOVA Result of Target Lexical Listening Gain Scores for the Three
      Achiever Groups 121
      4.21 Mean Accuracy Gain of the Six Songs 122
      4.22 Mean Scores of Time-Rehearsing Tasks 123
      4.23 Mean Scores of Segmenting Tasks 125
      4.24 T-Test Result of Mean Accuracy and Total for Group Lip-Syncing
      Performance 126
      4.25 Mean Accuracy of the Refrains in Way Back into Love 127
      4.26 T-Test Result of Mean Accuracy and Total for Individual Lip-Syncing
      Performance 129
      4.27 T-Test Result of Group and Individual Lip-Syncing Scores 130
      4.28 Mean Accuracy of the Refrains in Life is Cool 130
      4.29 Mean Scores of the Four Song Listening Tasks and Overall Task
      Performance 132
      4.30 Responses of Learning Gain to the Segmenting Task in the 11th Class
      Session 133
      4.31 Responses to the Difficulty of the Segmenting Task in the 11th Class
      Session 136
      4.32 Reflection on Vowel-Contrast Listening and Group Lip-Syncing
      Practice 138
      4.33 Reported Difficulties in the 13th Class Session 140
     4.34 Responses to the Learning of the Lyrics of Way Back into Love 142
     4.35 Responses to Rehearsing the Group Lip-Syncing Task 143
     4.36 Result of Perceived Fondness of the Six Songs 146
     4.37 Results of Reported Reasons for Song Fondness and Song Disliking 147
     
     4.38 Result of Perceived Easiness for the Six Songs 147
     4.39 Reported Reasons for Song Easiness and Song Difficulty 148
     4.40 Mean Scales of Perceived Playfulness for the Four Listening Tasks 150
      4.41 ANOVA of Perceived Playfulness for the Four Listening Tasks 150
      4.42 Multiple Comparisons of Perceived Playfulness among the Four
      Listening Tasks 150
     4.43 Reported Reasons for Perceived Playfulness of the Four Listening
      Tasks 151
     4.44 Reported Reasons for Decreased Playfulness of the Four Listening
      Tasks 152
     4.45 Mean Scales of Perceived Easiness for the Four Listening Tasks 153
     4.46 ANOVA of Perceived Easiness for the Four Listening Tasks 154
     4.47 Multiple Comparisons of Perceived Easiness among the Four Listening Tasks 154
     4.48 Reported Reasons for Perceived Easiness of the Four Listening
      Tasks 155
     4.49 Reported Reasons for Perceived Difficulty of the Four Listening
      Tasks 156
      4.50 Mean Scales of Task Acceptance for the Four Listening Tasks 157
     4.51 ANOVA of Task Acceptance for the Four Listening Tasks 158
      4.52 Multiple Comparisons of Task Acceptance among the Four Listening
      Tasks 158
     4.53 Mean Scales of Task Usefulness for the Four Listening Tasks 159
     4.54 ANOVA of Task Usefulness among the Four Listening Tasks 160
     4.55 T-Test Result of Task Acceptance and Task Usefulness 160
     4.56 Reported Features of Perceived Usefulness for the Four Listening
      Tasks 161
     4.57 Mean Scales of the Appraisals toward the Four Listening Tasks 163
     4.58 ANOVA of the Appraisals among the Four Listening Tasks 163
     4.59 Multiple Comparisons of the Appraisals among the Four Listening
      Tasks 164
     
     
     4.60 Correlation between Previous Listening Practice and Listening Test
      Scores 166
     4.61 Correlation between Software Familiarity and Listening Test Scores 167
     4.62 Correlation between Task Appraisal and Listening Test Gain Scores 168
     4.63 Correlation between Appraisal Components and Target Lexical Gain
      Scores 169
     4.64 Correlations between Task Performance and Listening Test Gain
      Scores 169
     4.65 Correlations between the Four Task Scores and Listening Test Gain
      Scores 170
     5.1 Pretest and Posttest Scores of the Three Listening Tests for All
      Participants 174
     5.2 The Listening Test Scores for the Participants Who Took both Pretest and
      Posttest 174
     5.3 Overall Task Usefulness to Listening Learning and Listening Skills 177
     5.4 Reported Reasons for Overall Task Playfulness 185
      5.5 Reported Reasons for Overall Task Easiness 187
     5.6 Reported Reasons for Overall Task Difficulty 188
     5.7 Correlations between Lexical Gain, Task Appraisals, and Task
      Performance 191
     5.8 Correlations between POSE Vowel Test Gain and Listening Exercises 192
     
     
     
     
     
     
     
     
     
     
     
     LIST OF FIGURES
     
     
     Figure
      3.1 The Research Components for the Study of CALL Song Tasks 55
      3.2 The Layout and Facilities in the Computer-Assisted Language
      Laboratory 56
      3.3 The Learning Website Affiliated to the CALL Laboratory 57
      3.4 Screenshots of MOODLE and the Webpage for Task Assignment
      Explanation 58
      3.5 The Research Structure and Procedures of the Pilot Study 60
      3.6 A PPT Slide with an Inserted Audio Clip from the Textbook 63
      3.7 A Sound-Inserted PPT Slide for an Exercise of Reordering a Short
      Dialogue 64
      3.8 Time-Rehearsing of an Inserted Audio Clip in a PPT File 65
      3.9 Demonstration of Function Setting for a Time-Rehearsed PPT File 66
     3.10 Song Segmenting with Windows Movie Maker 67
     3.11 Demonstration for a Match between the Lyrics and the Image 68
     3.12 A Snapshot of Subtitled Video Clips of a Role-Play Interview 69
     3.13 Example Item from the Vowel Section of POSE Test 81
      3.14 Screenshot of the Test Result Pasted to a Word File 82
     3.15 Screenshot of Marking a Segment from a Sound File by Audacity 89
     3.16 Sample Student’s PowerPoint Slide with Inserted Song Segments 89
     3.17 Snapshots from the Video Clip of a Group Lip-syncing 91
     3.18 A Snapshot of a Demo Individual Lip-syncing Video 92
     3.19 Adding Subtitles to the Video Clips by Windows Movie Maker 93
     3.20 The Research Structure and Procedures of the Formal Study 94
     3.21 Components of the Task Appraisal Framework for the Four Listening Tasks 100
     5.1 Vowel Perception Practice through Song Rhyme 179
     5.2 Vowel Contrast Perception Practice through Song Lyrics 179
     5.3 Listening Cloze for Song Lyrics 180		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0915515061en_US
dc.subject (關鍵詞) 電腦輔助聽力學習zh_TW
dc.subject (關鍵詞) 任務型聽力學習zh_TW
dc.subject (關鍵詞) 英語歌曲教學運用zh_TW
dc.subject (關鍵詞) Computer-Assisted L2 Listeningen_US
dc.subject (關鍵詞) Task-Based L2 Listeningen_US
dc.subject (關鍵詞) Use of Songs for L2 Instructionen_US
dc.title (題名) 電腦輔助英語歌曲聽力學習任務之研究zh_TW
dc.title (題名) A Study of Computer-Assisted Song Listening Tasks for EFL Studentsen_US
dc.type (資料類型) thesisen_US
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