1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 探究成年英語學習者在外商工作場域之聽力後設認知覺察能力與聽力表現
Investigating Adult EFL Learners’ Listening Metacognitive Awareness and Listening Competence in International Corporations
作者 賴品存
Lai, Pin-Tsun
貢獻者 許麗媛
Hsu, Li-Yuan
賴品存
Lai, Pin-Tsun
關鍵詞 聽力後設認知
聽力能力
職場英語聽力
成年英語學習者
Listening metacognitive Awareness
Listening competence
L2 listening in the workplace
Adult EFL learners
日期 2023
上傳時間 9-Mar-2023 18:24:20 (UTC+8)
摘要 英語為外語的學習者在英語聽力的過程中會使用各種策略去理解內容或是克服遇到的困難，其中後設認知策略在近年備受關注。然而，雖然文獻中不乏有研究探討一般課室環境下英語學習者的後設認知能力及聽力，但以工作場域的成年英語學習者為對象之相關研究仍舊缺乏。故本研究旨在探究38位來自不同外商公司的台灣成年英語學習者的後設認知覺察以及聽力能力。研究方式採取混合研究法，資料來源主要透過線上問卷以及個別訪談。Vandergrift et al. (2006)的聽力後設認知覺察問卷用來測量參與者在職場上的聽力後設認知覺察，而Buck et al. (1998; 2001)的聽力技巧分類在本研究中則是用來讓參與者自我衡量在職場上的聽力能力。
結果顯示這些成年學習者在聽力後設認知覺察有些微程度的發展。在五個後設認知分類中，以問題解決(Problem-solving)策略發展最多而學習者自我相關知識(Person knowledge) 則是發展最少的面向。關於自我衡量聽力能力中的15項聽力技巧，平均結果顯示他們有點同意自己能駕馭這些聽力技巧，其中尤以利用背景知識及線索進行推論，與使用單字知識去理解聽力內容的聽力能力更加的熟練。相比之下，他們較缺乏能理解低頻字群或訊息伴隨著高詞彙密度或複雜句構的技巧。最後，結果亦顯示後設認知覺察與自我衡量的聽力能力有正向顯著的關係，另外，回歸分析也指出參與者的聽力能力能被三個顯著的MALQ變項所預測：問題解決 (Problem-solving)、專注力( Directed attention )與學習者自我相關知識(Person knowledge)。
EFL learners employ a plethora of strategies to comprehend the spoken texts or to overcome the challenges they face in the process of second language (L2) listening, and in which the metacognitive strategies have gained more awareness these decades. However, most studies focused on investigating students’ metacognitive knowledge and L2 listening skills in the classroom context. Therefore, there has been a paucity of research on adult EFL learners in the business settings. The present study aimed to investigate listening metacognitive awareness and the listening competence of 38 adult EFL learners from different international corporations by utilizing a mixed methods research design. Data were collected through online questionnaires and interviews. Vandergrift et al. (2006)’s Metacognitive Awareness Listening Questionnaire (MALQ) was utilized to measure the participants’ level of metacognitive listening awareness in the workplace. Buck et al. (2001)’s listening taxonomy was adapted in the present study for the participants to self-evaluate their listening competence in the workplace.
The result showed that, in terms of the overall level of metacognitive awareness obtained from the survey, this group of adult learners demonstrated a slight development of metacognitive awareness in L2 listening. Among the five metacognitive categories, the participants demonstrated the highest level of awareness in the category of Problem-solving, while the lowest in Person knowledge. Concerning their self-rated listening competence in terms of the 15 listening constructs, the result showed that overall the participants moderately agreed that they had mastered these listening skills. In particular, they were more capable of making inferences by using background knowledge as well as clues from listening content and they were also better at using their vocabulary knowledge to comprehend spoken texts. In contrast, they reported a lack of ability in comprehending low-frequency words and messages with high lexical density or complex syntactic structures while listening to English. Lastly, the study also revealed a significantly positive correlation between the participants’ levels of L2 listening metacognitive awareness and their self-rated listening competence. Moreover, the result of regression analysis also indicated that participants’ listening competence was significantly predicted by the three subscales in MALQ: Problem-solving, Directed attention and Person knowledge.
參考文獻 Anderson‐Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38(4), 561-613. https://doi.org/10.1111/j.1467-1770.1988.tb00167.x
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559. https://www.science.org/doi/10.1126/science.1736359
Baleghizadeh, S., & Rahimi, A. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory And Practice In Language Studies, 1(1). http://dx.doi.org/10.4304/tpls.1.1.61-67
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1111/1467-839X.00024
Bentley, S. (2000). Listening in the 21st century. International Journal of Listening, 14(1), 129-142. https://doi.org/10.1080/10904018.2000.10499039
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221-252. https://doi.org/10.1207/s1532690xci1302_3
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Notices. https://doi.org/10.5402/2012/734085
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161. https://doi.org/10.1080/10904018.2013.861303
Brown, A. L. (1978). Knowing when, where, and how to remember: A Problem of metacognition. Advances in Instructional Psychology, 1, 77-165.
Buck, G. (2001). Assessing Listening. Cambridge university press.
Buck, G., & Tatsuoka, K. (1998). Application of the rule-space procedure to language testing: Examining attributes of a free response listening test. Language Testing, 15(2), 119-157. https://doi.org/10.1177/026553229801500201
Chen, C., Lee, S. Y., & Stevenson, H. W. (1995). Response style and cross-cultural comparisons of rating scales among East Asian and North American students. Psychological Science, 6(3), 170-175. https://doi.org/10.1111/j.1467-9280.1995.tb00327.x
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180-201. https://doi.org/10.1017/S0261444811000577
Chou, M. H. (2015). Impacts of the test of English listening comprehension on students` English learning expectations in Taiwan. Language, Culture and Curriculum, 28(2), 191-208. https://doi.org/10.1080/07908318.2015.1027216
Chou, M. H. (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31(1), 51-70. https://doi.org/10.1080/10904018.2015.1098542
Chou, M. H. (2017). Impacts of the test of English listening comprehension (TELC) on teachers and teaching in Taiwan. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-14. https://doi.org/10.1186/s40862-017-0028-9
Chamot, A. U., Dale, M., O`Malley, J. M., & Spanos, G. A. (1992). Learning and problem solving strategies of ESL students. Bilingual Research Journal, 16(3-4), 1-28. https://doi.org/10.1080/15235882.1992.10162635
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. (2nd ed.). Routledge.
Cooper, L. O. (1997). Listening competency in the workplace: A model for training. Business Communication Quarterly, 60(4), 75-84. https://doi.org/10.1177/108056999706000405
Dornyei, Z., & Skehan, P. (2003). Individual differences in second language learning.
In Handbook of Second Language Acquisition (pp. 589-630). Malden, MA: Blackwell.
Drucker, P. (2004). What makes an effective executive. Harvard Business Review, 82(6), 58–63.
ETS. (n.d.). About the TOEIC listening and reading Test. The TOEIC test. https://www.ets.org/toeic/organizations/about/listening-reading.html
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
Flowerdew, J., & Miller, L. (2005). Second Language Listening: Theory and Practice. Cambridge university press.
Flynn, J., Valikoski, T. R., & Grau, J. (2008). Listening in the business context: Reviewing the state of research. The International Journal of Listening, 22(2), 141-151. http://dx.doi.org/10.1080/10904010802174800
Goh, C. C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206. https://doi.org/10.1016/S0346-251X(02)00004-0
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213. https://doi.org/10.1177/0033688208092184
Goh, C. (2012). ESP and listening. In The Handbook of English for Specific Purposes, (pp. 55-76). Wiley-Blackwell. https://doi.org/10.1002/9781118339855.ch3
Goh, C. (2014). Second language listening comprehension: Process and pedagogy. In Teaching English as a Second or Foreign Language (pp. 72-89). National Geographic Learning.
Goh, C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274. https://doi.org/10.1080/09658416.2013.769558
Goh, C. C., & Vandergrift, L. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. Routledge.
Gu, P. Y., Hu, G., & Zhang, L. J. (2009). Listening strategies of Singaporean primary pupils. Language Learning in New English Contexts: Studies of Acquisition and Development, 55-74.
Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52-68. https://doi.org/10.1016/j.system.2007.11.001
Hager, P. (2004). The conceptualization and measurement of learning at work. In Workplace Learning in Context (pp. 258-274). Routledge.
Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. https://doi.org/10.1016/j.sbspro.2014.12.056
Harzing, A. W. (2005). Does the use of English-language questionnaires in cross-national research obscure national differences?. International Journal of Cross Cultural Management, 5(2), 213-224. https://doi.org/10.1177/1470595805054494
Harzing, A. W. (2006). Response styles in cross-national survey research: A 26-country study. International Journal of Cross Cultural Management, 6(2), 243-266. https://doi.org/10.1177/1470595806066332
Imhof, M. (1998). What makes a good listener? Listening behavior in instructional settings. International Journal of Listening, 12(1), 81-105. https://doi.org/10.1080/10904018.1998.10499020
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
Johnson, T., Kulesa, P., Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles: Evidence from 19 countries. Journal of Cross-cultural Psychology, 36(2), 264-277. https://doi.org/10.1177/0022022104272905
Ko, H,Y. (2021). A Study on Taiwanese High School EFL Students` Listening Metacognitive Awareness and Its Relationship with the Performance on Listening Comprehension. [M.A. Thesis, National Chengchi University]. http://nccur.lib.nccu.edu.tw/handle/140.119/136263
Lewis, M., & Reinsch, N. (1988). Listening in organizational environments. Journal of Business Communication, 25(3), 49-67. https://doi.org/10.1177/002194368802500304
Li, W. (2013). A study of metacognitive awareness of non-English majors in L2 listening. Journal of Language Teaching and Research, 4(3). https://doi.org/10.4304/jltr.4.3.504-510
Liao, C. Y. W., & Yeldham, M. (2015). Taiwanese high school EFL teachers’ perceptions of their listening instruction. The Asian Journal of Applied Linguistics, 2(2), 92-101. http://hdl.handle.net/10722/210924
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. https://doi.org/10.1111/j.1365-2729.2009.00329.x
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics, 4(2), 126-141. https://doi.org/10.1093/applin/4.2.126
Lynch, T., & Mendelsohn, D. (2013). Listening. In An Introduction to Applied Linguistics (pp. 190-206). Routledge.
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26(1), 49-63. https://doi.org/10.1023/A:1003088013286
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 12(1), 9–38. https://journals.lib.unb.ca/index.php/CJAL/article/view/19897
O`Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge university press.
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127
Pica, T. (1994). Research on negotiation: What does it reveal about second‐language learning conditions, processes, and outcomes?. Language Learning, 44(3), 493-527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Rahimi, M., & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavioral Sciences, 98, 1454-1460. https://doi.org/10.1016/j.sbspro.2014.03.565
Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161. https://doi.org/10.1016/j.chb.2012.01.025
Rahimirad, M., & Shams, M. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176. https://doi.org/10.1080/10904018.2014.902315
Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240. https://doi.org/10.2307/3586651
Richards, J. C., & Burns, A. (2012). Tips for teaching listening: A practical approach. Pearson.
Rost, M. (2013). Teaching and Researching: Listening. Routledge.
Ruan, Z. (2014). Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness, 23(1-2), 76-91. https://doi.org/10.1080/09658416.2013.863901
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8
Stewart, P. W., Cooper, S. S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
Souchay, C., & Isingrini, M. (2004). Age related differences in metacognitive control: Role of executive functioning. Brain and Cognition, 56(1), 89-99. https://doi.org/10.1016/j.bandc.2004.06.002
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach`s alpha. International Journal of Medical Education, 2, 53. https://doi.org/10.5116%2Fijme.4dfb.8dfd
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154. https://doi.org/10.1016/j.edurev.2007.12.001
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409. https://doi.org/10.1111/j.1944-9720.1997.tb02362.x
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89. https://doi.org/10.1093/applin/amh039
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System, 27(4), 537-555. https://doi.org/10.1016/S0346-251X(99)00049-4
Wolvin, A. D., & Coakley, C. G. (1991). A survey of the status of listening training in some Fortune 500 corporations. Communication Education, 40(2), 152-164. https://doi.org/10.1080/03634529109378836
104人力銀行. (慕雲). 外商公司最愛雇用這種人！揭密跳槽外商６大指標. 104職場力. https://blog.104.com.tw/6-ways-to-global-company
描述 碩士
國立政治大學
英國語文學系
109551019
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109551019
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 賴品存zh_TW
dc.contributor.author (Authors) Lai, Pin-Tsunen_US
dc.creator (作者) 賴品存zh_TW
dc.creator (作者) Lai, Pin-Tsunen_US
dc.date (日期) 2023en_US
dc.date.accessioned 9-Mar-2023 18:24:20 (UTC+8)-
dc.date.available 9-Mar-2023 18:24:20 (UTC+8)-
dc.date.issued (上傳時間) 9-Mar-2023 18:24:20 (UTC+8)-
dc.identifier (Other Identifiers) G0109551019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/143778-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 109551019zh_TW
dc.description.abstract (摘要) 英語為外語的學習者在英語聽力的過程中會使用各種策略去理解內容或是克服遇到的困難，其中後設認知策略在近年備受關注。然而，雖然文獻中不乏有研究探討一般課室環境下英語學習者的後設認知能力及聽力，但以工作場域的成年英語學習者為對象之相關研究仍舊缺乏。故本研究旨在探究38位來自不同外商公司的台灣成年英語學習者的後設認知覺察以及聽力能力。研究方式採取混合研究法，資料來源主要透過線上問卷以及個別訪談。Vandergrift et al. (2006)的聽力後設認知覺察問卷用來測量參與者在職場上的聽力後設認知覺察，而Buck et al. (1998; 2001)的聽力技巧分類在本研究中則是用來讓參與者自我衡量在職場上的聽力能力。
結果顯示這些成年學習者在聽力後設認知覺察有些微程度的發展。在五個後設認知分類中，以問題解決(Problem-solving)策略發展最多而學習者自我相關知識(Person knowledge) 則是發展最少的面向。關於自我衡量聽力能力中的15項聽力技巧，平均結果顯示他們有點同意自己能駕馭這些聽力技巧，其中尤以利用背景知識及線索進行推論，與使用單字知識去理解聽力內容的聽力能力更加的熟練。相比之下，他們較缺乏能理解低頻字群或訊息伴隨著高詞彙密度或複雜句構的技巧。最後，結果亦顯示後設認知覺察與自我衡量的聽力能力有正向顯著的關係，另外，回歸分析也指出參與者的聽力能力能被三個顯著的MALQ變項所預測：問題解決 (Problem-solving)、專注力( Directed attention )與學習者自我相關知識(Person knowledge)。		zh_TW
dc.description.abstract (摘要) EFL learners employ a plethora of strategies to comprehend the spoken texts or to overcome the challenges they face in the process of second language (L2) listening, and in which the metacognitive strategies have gained more awareness these decades. However, most studies focused on investigating students’ metacognitive knowledge and L2 listening skills in the classroom context. Therefore, there has been a paucity of research on adult EFL learners in the business settings. The present study aimed to investigate listening metacognitive awareness and the listening competence of 38 adult EFL learners from different international corporations by utilizing a mixed methods research design. Data were collected through online questionnaires and interviews. Vandergrift et al. (2006)’s Metacognitive Awareness Listening Questionnaire (MALQ) was utilized to measure the participants’ level of metacognitive listening awareness in the workplace. Buck et al. (2001)’s listening taxonomy was adapted in the present study for the participants to self-evaluate their listening competence in the workplace.
The result showed that, in terms of the overall level of metacognitive awareness obtained from the survey, this group of adult learners demonstrated a slight development of metacognitive awareness in L2 listening. Among the five metacognitive categories, the participants demonstrated the highest level of awareness in the category of Problem-solving, while the lowest in Person knowledge. Concerning their self-rated listening competence in terms of the 15 listening constructs, the result showed that overall the participants moderately agreed that they had mastered these listening skills. In particular, they were more capable of making inferences by using background knowledge as well as clues from listening content and they were also better at using their vocabulary knowledge to comprehend spoken texts. In contrast, they reported a lack of ability in comprehending low-frequency words and messages with high lexical density or complex syntactic structures while listening to English. Lastly, the study also revealed a significantly positive correlation between the participants’ levels of L2 listening metacognitive awareness and their self-rated listening competence. Moreover, the result of regression analysis also indicated that participants’ listening competence was significantly predicted by the three subscales in MALQ: Problem-solving, Directed attention and Person knowledge.		en_US
dc.description.tableofcontents ACKNOWLEDGMENT vii
CHINESE ABSTRACT xiii
ABSTRACT xv
CHAPTER 1 INTRODUCTION 1
CHAPTER 2 LITERATURE REVIEW 5
Metacognitive Awareness and L2 Listening 5
Listening Instruction in Taiwan 9
Listening in the Workplace 11
CHAPTER 3 METHODOLOGY 17
Participants and Instruments 17
The Questionnaire Participants 17
The Questionnaire 21
Metacognitive Awareness Listening Questionnaire (MALQ) 22
Listening Competence in the Workplace 25
The Interview Participants 27
Development of Interview Questions 28
Data Collection and Data Analysis 29
Questionnaire Data 29
Interview Data 31
CHAPTER 4 RESULT 33
Quantitative Results 33
Research Question 1: What are the levels of metacognitive awareness of L2 listening in the workplace of adult EFL learners? 33
Research Question 2: What is the self-evaluated L2 listening competence of adult EFL learners in the workplace? 40
Research Question 3: What is the relationship between their levels of metacognitive awareness and L2 listening competence in the workplace? 43
Qualitative Results 46
Uses of Metacognitive Strategies 46
Listening Competence in the Workplace 53
CHAPTER 5 DISCUSSION 59
Adult EFL learners’ Metacognitive Awareness of L2 Listening in the Workplace 59
Adult EFL learners’ L2 Listening Competence in the Workplace 65
The Relationship between Metacognitive Awareness of L2 Listening and L2 Listening Competence in the Workplace 68
CHAPTER 6 CONCLUSION 71
Summary of Research Findings 71
Limitations and Suggestions for future research 73
Pedagogical Implications 74
REFERENCES 77
APPENDIX A 86
APPENDIX B 91		zh_TW
dc.format.extent 3374099 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109551019en_US
dc.subject (關鍵詞) 聽力後設認知zh_TW
dc.subject (關鍵詞) 聽力能力zh_TW
dc.subject (關鍵詞) 職場英語聽力zh_TW
dc.subject (關鍵詞) 成年英語學習者zh_TW
dc.subject (關鍵詞) Listening metacognitive Awarenessen_US
dc.subject (關鍵詞) Listening competenceen_US
dc.subject (關鍵詞) L2 listening in the workplaceen_US
dc.subject (關鍵詞) Adult EFL learnersen_US
dc.title (題名) 探究成年英語學習者在外商工作場域之聽力後設認知覺察能力與聽力表現zh_TW
dc.title (題名) Investigating Adult EFL Learners’ Listening Metacognitive Awareness and Listening Competence in International Corporationsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anderson‐Hsieh, J., & Koehler, K. (1988). The effect of foreign accent and speaking rate on native speaker comprehension. Language Learning, 38(4), 561-613. https://doi.org/10.1111/j.1467-1770.1988.tb00167.x
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559. https://www.science.org/doi/10.1126/science.1736359
Baleghizadeh, S., & Rahimi, A. (2011). The relationship among listening performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory And Practice In Language Studies, 1(1). http://dx.doi.org/10.4304/tpls.1.1.61-67
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1111/1467-839X.00024
Bentley, S. (2000). Listening in the 21st century. International Journal of Listening, 14(1), 129-142. https://doi.org/10.1080/10904018.2000.10499039
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13(2), 221-252. https://doi.org/10.1207/s1532690xci1302_3
Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Notices. https://doi.org/10.5402/2012/734085
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161. https://doi.org/10.1080/10904018.2013.861303
Brown, A. L. (1978). Knowing when, where, and how to remember: A Problem of metacognition. Advances in Instructional Psychology, 1, 77-165.
Buck, G. (2001). Assessing Listening. Cambridge university press.
Buck, G., & Tatsuoka, K. (1998). Application of the rule-space procedure to language testing: Examining attributes of a free response listening test. Language Testing, 15(2), 119-157. https://doi.org/10.1177/026553229801500201
Chen, C., Lee, S. Y., & Stevenson, H. W. (1995). Response style and cross-cultural comparisons of rating scales among East Asian and North American students. Psychological Science, 6(3), 170-175. https://doi.org/10.1111/j.1467-9280.1995.tb00327.x
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180-201. https://doi.org/10.1017/S0261444811000577
Chou, M. H. (2015). Impacts of the test of English listening comprehension on students` English learning expectations in Taiwan. Language, Culture and Curriculum, 28(2), 191-208. https://doi.org/10.1080/07908318.2015.1027216
Chou, M. H. (2017). A task-based language teaching approach to developing metacognitive strategies for listening comprehension. International Journal of Listening, 31(1), 51-70. https://doi.org/10.1080/10904018.2015.1098542
Chou, M. H. (2017). Impacts of the test of English listening comprehension (TELC) on teachers and teaching in Taiwan. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-14. https://doi.org/10.1186/s40862-017-0028-9
Chamot, A. U., Dale, M., O`Malley, J. M., & Spanos, G. A. (1992). Learning and problem solving strategies of ESL students. Bilingual Research Journal, 16(3-4), 1-28. https://doi.org/10.1080/15235882.1992.10162635
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. (2nd ed.). Routledge.
Cooper, L. O. (1997). Listening competency in the workplace: A model for training. Business Communication Quarterly, 60(4), 75-84. https://doi.org/10.1177/108056999706000405
Dornyei, Z., & Skehan, P. (2003). Individual differences in second language learning.
In Handbook of Second Language Acquisition (pp. 589-630). Malden, MA: Blackwell.
Drucker, P. (2004). What makes an effective executive. Harvard Business Review, 82(6), 58–63.
ETS. (n.d.). About the TOEIC listening and reading Test. The TOEIC test. https://www.ets.org/toeic/organizations/about/listening-reading.html
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
Flowerdew, J., & Miller, L. (2005). Second Language Listening: Theory and Practice. Cambridge university press.
Flynn, J., Valikoski, T. R., & Grau, J. (2008). Listening in the business context: Reviewing the state of research. The International Journal of Listening, 22(2), 141-151. http://dx.doi.org/10.1080/10904010802174800
Goh, C. C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206. https://doi.org/10.1016/S0346-251X(02)00004-0
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213. https://doi.org/10.1177/0033688208092184
Goh, C. (2012). ESP and listening. In The Handbook of English for Specific Purposes, (pp. 55-76). Wiley-Blackwell. https://doi.org/10.1002/9781118339855.ch3
Goh, C. (2014). Second language listening comprehension: Process and pedagogy. In Teaching English as a Second or Foreign Language (pp. 72-89). National Geographic Learning.
Goh, C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274. https://doi.org/10.1080/09658416.2013.769558
Goh, C. C., & Vandergrift, L. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. Routledge.
Gu, P. Y., Hu, G., & Zhang, L. J. (2009). Listening strategies of Singaporean primary pupils. Language Learning in New English Contexts: Studies of Acquisition and Development, 55-74.
Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52-68. https://doi.org/10.1016/j.system.2007.11.001
Hager, P. (2004). The conceptualization and measurement of learning at work. In Workplace Learning in Context (pp. 258-274). Routledge.
Harputlu, L., & Ceylan, E. (2014). The effects of motivation and metacognitive strategy use on EFL listening proficiency. Procedia-Social and Behavioral Sciences, 158, 124-131. https://doi.org/10.1016/j.sbspro.2014.12.056
Harzing, A. W. (2005). Does the use of English-language questionnaires in cross-national research obscure national differences?. International Journal of Cross Cultural Management, 5(2), 213-224. https://doi.org/10.1177/1470595805054494
Harzing, A. W. (2006). Response styles in cross-national survey research: A 26-country study. International Journal of Cross Cultural Management, 6(2), 243-266. https://doi.org/10.1177/1470595806066332
Imhof, M. (1998). What makes a good listener? Listening behavior in instructional settings. International Journal of Listening, 12(1), 81-105. https://doi.org/10.1080/10904018.1998.10499020
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
Johnson, T., Kulesa, P., Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles: Evidence from 19 countries. Journal of Cross-cultural Psychology, 36(2), 264-277. https://doi.org/10.1177/0022022104272905
Ko, H,Y. (2021). A Study on Taiwanese High School EFL Students` Listening Metacognitive Awareness and Its Relationship with the Performance on Listening Comprehension. [M.A. Thesis, National Chengchi University]. http://nccur.lib.nccu.edu.tw/handle/140.119/136263
Lewis, M., & Reinsch, N. (1988). Listening in organizational environments. Journal of Business Communication, 25(3), 49-67. https://doi.org/10.1177/002194368802500304
Li, W. (2013). A study of metacognitive awareness of non-English majors in L2 listening. Journal of Language Teaching and Research, 4(3). https://doi.org/10.4304/jltr.4.3.504-510
Liao, C. Y. W., & Yeldham, M. (2015). Taiwanese high school EFL teachers’ perceptions of their listening instruction. The Asian Journal of Applied Linguistics, 2(2), 92-101. http://hdl.handle.net/10722/210924
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527. https://doi.org/10.1111/j.1365-2729.2009.00329.x
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input1. Applied Linguistics, 4(2), 126-141. https://doi.org/10.1093/applin/4.2.126
Lynch, T., & Mendelsohn, D. (2013). Listening. In An Introduction to Applied Linguistics (pp. 190-206). Routledge.
Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26(1), 49-63. https://doi.org/10.1023/A:1003088013286
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 12(1), 9–38. https://journals.lib.unb.ca/index.php/CJAL/article/view/19897
O`Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge university press.
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127
Pica, T. (1994). Research on negotiation: What does it reveal about second‐language learning conditions, processes, and outcomes?. Language Learning, 44(3), 493-527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Rahimi, M., & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavioral Sciences, 98, 1454-1460. https://doi.org/10.1016/j.sbspro.2014.03.565
Rahimi, M., & Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161. https://doi.org/10.1016/j.chb.2012.01.025
Rahimirad, M., & Shams, M. (2014). The effect of activating metacognitive strategies on the listening performance and metacognitive awareness of EFL students. International Journal of Listening, 28(3), 162-176. https://doi.org/10.1080/10904018.2014.902315
Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240. https://doi.org/10.2307/3586651
Richards, J. C., & Burns, A. (2012). Tips for teaching listening: A practical approach. Pearson.
Rost, M. (2013). Teaching and Researching: Listening. Routledge.
Ruan, Z. (2014). Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness, 23(1-2), 76-91. https://doi.org/10.1080/09658416.2013.863901
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8
Stewart, P. W., Cooper, S. S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
Souchay, C., & Isingrini, M. (2004). Age related differences in metacognitive control: Role of executive functioning. Brain and Cognition, 56(1), 89-99. https://doi.org/10.1016/j.bandc.2004.06.002
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach`s alpha. International Journal of Medical Education, 2, 53. https://doi.org/10.5116%2Fijme.4dfb.8dfd
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154. https://doi.org/10.1016/j.edurev.2007.12.001
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409. https://doi.org/10.1111/j.1944-9720.1997.tb02362.x
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496. https://doi.org/10.1111/1467-9922.00232
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89. https://doi.org/10.1093/applin/amh039
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System, 27(4), 537-555. https://doi.org/10.1016/S0346-251X(99)00049-4
Wolvin, A. D., & Coakley, C. G. (1991). A survey of the status of listening training in some Fortune 500 corporations. Communication Education, 40(2), 152-164. https://doi.org/10.1080/03634529109378836
104人力銀行. (慕雲). 外商公司最愛雇用這種人！揭密跳槽外商６大指標. 104職場力. https://blog.104.com.tw/6-ways-to-global-company		zh_TW