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 臺灣五專學生英語聽力學習信念與聽力學習策略之研究
Taiwanese Five-year Junior College EFL Students’ Beliefs
作者 楊名暖
Yang, Ming Nuan
貢獻者 楊懿麗
Yang, I Li
楊名暖
Yang, Ming Nuan
關鍵詞 學習信念
學習策略
聽力學習策略
learning belief
learning strategy
listening strategy
日期 2006
上傳時間 14-Sep-2009 12:14:47 (UTC+8)
摘要 雖然聽力在語言學習中佔重要的地位，研究學者對學習者的聽力信念的了解仍十分有限。因此本研究主要是探討五專學生對英語聽力的信念和學習策略，並探討聽力信念和學習策略二者之間的關係，另外程度不同的學生是否抱持不同的聽力信念及使用不同的策略，也是本研究探討的重點。
      本研究採用量性研究方法，研究對象為北部某五專406位五專學生。研究工具為英語聽力學習者背景問卷、英語聽力學習信念問卷、聽力學習策略問卷和英語聽力測驗。
      本研究的主要發現如下：學生均肯定聽力在語言學習過程扮演的角色，它可以幫助學生學習其它的英文能力。學生使用聽力學習策略約為中等程度，在不同的策略類型當中，學生最常使用認知策略，其次為後設認知策略。聽力信念和學習策略二者之間關係密切。而程度較好的學生在聽力信念方面，有較高的聽力學習效能，並認同口語的特色可以幫助了解英文。在學習策略方面，程度較好的學生會使用較多的學習策略，並視任務的不同而彈性使用適當的策略。
      本論文並提出英聽教學上之應用建議。本研究結果可以幫助教師了解學生的聽力信念及學習困擾，幫助老師教導學生正確的學習信念及有效的學習策略，讓學生的英語聽力學習更有成效，進而改善英語聽力。
Despite the importance of studying listening in foreign language learning, we still have very limited understanding of learners’ listening beliefs, and a more comprehensive system of listening beliefs is still not in sight. Hence, this study investigated junior college students’ listening beliefs, their listening strategy use, the relationship between their listening beliefs and strategies and the possible effects of English listening proficiency on junior college students’ listening beliefs and listening strategy use.
      This study mainly employed a quantitative approach to understanding junior college students’ beliefs about English listening comprehension, their strategy use and the relationship between listening beliefs and strategies. The participants were 406 students from one junior college in northern Taiwan. The instruments of the study were the Learner Profile Questionnaire (LPQ), the Belief About English Listening Comprehension Questionnaire (BELCQ), and English Listening Strategy Questionnaire (ELSQ) and the listening comprehension test.
      The results of the study suggested that: (1) most learners endorsed the belief that listening plays an important role in their English learning process and may facilitate the development of other language skills, (2) learners showed a medium level use of listening strategies and used a wide variety of strategies including cognitive and metacognitive strategies, (3) learners’ listening beliefs were associated with their use of listening strategies, (4) compared with ineffective learners, effective learners tended to report positive beliefs about listening comprehension, and (5) effective learners used a wider variety of strategies than ineffective listeners.
     Results of this study regarding junior college students’ listening beliefs and listening strategy use may provide rich implications for English education in Taiwan. It is hoped that through this study, more attention will be drawn to listening instruction in junior college students. Understanding students’ beliefs about listening may help English teachers become more aware of students’ frustrations and difficulties in listening to English. Moreover, it might enable EFL teachers to help students develop effective learning strategies and ultimately improve students’ English listening abilities.
參考文獻 Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 85-102). Englewood Cliffs, NJ: Prentice-Hall.
Anderson, R. C. and P. Freebody. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: research reviews. Newark, DE: International Reading Association.
Anderson, J. R. (1985). Cognitive psychology and its implications. Freeman: New York.
Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
Asher, J. (1972). Children’s first language as a model of second language learning. Modern Language Journal, 56, 133-139.
Asher, J. (1982). Learning another language through actions: The complete teacher’s guide book. Los Gatos: Sky Oaks Production.
Bacon, S. M. (1992a). Phases of listening to authentic input in Spanish: a descriptive study. Foreign Language Annuals, 25(4), 317-34.
Bacon, S. M. (1992b). The relationship between gender, comprehension, processing, strategies and cognitive and affective response in foreign listening. Modern Language Journal, 76(2), 160-177.
Bacon, S. M. (1992c). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75, 398-412.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4, 359-373.
Barker, L. L. (1971). Listening Behavior. New Jersey: Sky Oaks Productions.
Lin, Y. J. (2002). A case study on the effects of applying authentic materials as listening comprehension supplements for senior high school students. Unpublished Master’s Thesis. National Chengchi University, Taiwan.
Litwin, M. S. (1995). How to measure survey reliability and validity. Thousand Oaks, CA: Sage Publications.
Long, D. R. (1990). What don’t know can’t help you: an exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition 12(1), 65-80.
MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27(2), 185-195.
MacIntyre, P. D., & Noels, K. A. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals 29(3), 373-386.
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern Language Journal, 79, 272-386.
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: an information-processing perspective. Language Learning, 33, 135-158.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.
Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie Press.
Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 32, 170-190.
Mendelsohn, D. J. (1995). Applying learning strategies in the second/foreign language comprehension lesson. In D. J. Mendelsohn, & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 132-150). San Diego, CA: Dominie Press.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-105). Boston, MA: Heinle & Heinle.
Morely, J. (2001). Aural comprehension instruction: Principles and practices. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp.
69-86). New York: Heinle & Heinle Publisher.
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: what do language learners believe about their learning? Language Learning, 49, 377-415.
Murphy, J. M. (1985). Investigation into the listening strategies of ESL college students. ERIC Document Reproduction Service No. ED27875.
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.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51-74.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.
Neville, M. (1985). English language in Scottish schools. Scottish Education Department report.
Noguchi, T. (1991). Review of language learning strategy research and its implications. Unpublished bachelor’s thesis, Tottori University, Tottori, Japan.
Nord, J. R. (1981). Three steps leading to listening fluency: A beginning. In H. Winitz (Ed.), The comprehension approach to foreign language instruction. Rowley, MA: Newbury House.
Nunan, D. (2002). Listening in a second language. Selected papers from the Eeleventh International Symposium on English Teaching/Fourth Pan Asian Conference (pp. 120-129). Taipei: Crane Publishing Company.
Nunan, D., & Miller, L. (1995). New ways in teaching listening. Washington DC: TESOL.
Nyikos, M., & Oxford, R. (1993). A factor analysis study of language-learning strategies use: interpretations from information-process theory and social psychology. Modern Language Journal, 77(1), 11-22.
Oh, J. (1996). The effects of attitude and sex on use of EFL learner strategies. English Teaching, 51(2), 35-53.
Okada, M., Oxford, R. L., & Abo, S. (1996). Not all alike: Motivation and learning strategies among students of Japanese and Spanish is an exploratory study. In R. L. Oxford (Ed.), Language learning motivation path ways to he new century (pp. 105-119).
O’Malley, M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(1), 418-437.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Bobko, P. (2001). Correlation and regression (2nd ed.). Thousand Oaks, California: Sage Publications.
O’Malley, M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L. J., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning 35(1), 21-36.
O’Malley, M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. J. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(2), 285-296.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1995). Listening comprehension strategies in second language acquisition. In H. Brown, & S. Gonzo (Eds.), Readings on second language acquisition (138-160). Englewood Cliffs: Prentice-Hall, Inc.
Oxford, R. L. (1985). A new taxonomy for second language learning strategies. Washington, DC: ERIC Clearinghouse on Language and Linguistics.
Oxford, R. L. (1989). Use of language learning strategies: a synthesis of students with implications for strategy training. System 17, 235-247.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Rowley, MA: Newbury House.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman, & R. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75-91). N.Y.: Palgrave Macmillan.
Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies:
methods, findings, and instructional issues. Modern Language Journal 73, 403-419.
Oxford, R. L., & Ehrman, M. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23, 359-386.
Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies. Modern Language Journal, 73, 291-300.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. Abstract from: UMI ProQuest Digital Dissertation: Publication Number: AAT 9955135.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognitive and instruction, 1, 117-175.
Park, G. P. (1997). Language learning strategies and English proficiency in Korean University students. Foreign Language Annals, 30(2), 211-221.
Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedure. Mass: Winthrop Publishers.
Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9, 247-265.
Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp.87-100). New York: Heinle & Heinle Publisher.
Pintrich, P. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames, & M. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments, Vol. 6. (pp. 117-160). JAI Press, Greenwich, CT.
Politzer, R. L. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition, 6(1), 54-65.
Brown, A. L., Campione, J. C., & Day, J. C. (1980). Learning to learn: On training students to learn from tests. Unpublished paper. AERA Annual Meeting, Boston, 1980.
Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistics and communicative competence. TESOL Quarterly, 19(1), 103-123.
Postovsky, V. A. (1978). Why not start speaking later? In M. Burt, H. Dulay, & M. Finocchiaro. (Eds.), Viewpoints in English as a second language. New York: Regents.
Prince, P. (1996). Second language vocabulary learning: The role of context versus translation as a function of proficiency. Modern Language Journal, 80, 478-493.
Ramirez, A. G. (1995). Creating contexts for second language acquisition: Theory and methods. White Plains, NY: Longman.
Reiss, M. (1983). Helping the unsuccessful language learner. Forum, 21(2), 1-8.
Reiss, M. (1985). The good language learner: another look. Canadian Modern Language Review, 41, 511-523.
Richards, J. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
Rivers, W. (1966). Listening comprehension. Modern Language Journal, 50, 196-204.
Rost, M. (1990). Listening in language learning. London: Longman.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-273.
Brown, A. L., & Palinscar, A. S. (1982). Inducing strategic learning from texts by means of informed self-control training. Topic in Learning Disability, 2, 1-17.
Rost, M. (1994). Introducing listening. New York: Penguin Group.
Rost, M. (2002). Teaching and researching listening. London: Pearson Education.
Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-51.
Rubin, J. (1981). The study of cognitive processes in second language learning. Applied Linguistics, 11(2), 117-131.
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood Cliffs, NJ: Prentice Hall.
Rubin, J., Quinn, J. & Enos, J. (1988). Improve foreign language listening comprehension. Report to International Research and Studies Program. U. S. Department of Education, Washington, DC.
Rubin, J., & Thompson, I. (1994). How to be a more successful language learner (2nd ed.). Boston: Heinle & Heinle.
Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Sprio, & W. E. Montagues (Eds.) Schooling and the acquisition of knowledge. Hillsdale, NJ: Lawrence Erlbaum.
Schmidt-Rinehart, B. (1992). The effects of topic familiarity on the listening comprehension of university students of Spanish. Unpublished doctoral dissertation, Ohio State University.
Schunk, D. L. (1995). Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223.
Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49-75). Hillsdle, NJ: Lawrence Erlbaum.
Seliger, H. W., & Shohamy, E. G. (1989). Second language research methods. Oxford: Oxford University Press.
Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Stipek, D. J. (1993). Motivation to learn, from theory to practice. (2nd ed.). Ally and Bacon, Needham Heights, MA.
Swaffar, J. K., & Bacon, S. M. (1993). Reading and listening comprehension: Perspectives on research and implications for practice. In A. H. Omaggio (Ed.), Research in language learning: Principles, processes, and prospects (pp. 124-155). Lincolnwood, IL: National Textbook.
Swain, M. (2000). The output hypothesis and beyond; mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press.
Teng, H. C. (1996). An investigation of EFL listening comprehension strategies used by college freshmen in Taiwan. Research report submitted to National Science Council (NSC 85-2418-H-224-002).
Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. The Proceedings of the Sixth International Symposium on English teaching (pp. 509-519). Taipei: Crane Publishing Company.
Teng, H. C. (1998). A study of EFL listening comprehension strategies. ERIC Document Reproduction Service No. ED 422745.
Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.
Brown, G. (1990). Listening to spoken English. Landon: Longman.
Underwood, M. (1989). Teaching Listening. New York: Longman Inc.
Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University Press.
van Pattern, B. (1990). Attending to form and content in input: an experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.
van Pattern, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
Vandergrift, L. (1992). The comprehension strategies of second language (French) listeners. Unpublished doctoral dissertation, University of Alberta, Edmonton.
Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. The Canadian Modern Language Review, 52(2), 200-223.
Vandergrift, L. (1997). The comprehension strategies of second language listeners: a descriptive study. Foreign Language Annals, 30(3), 387-409.
Vandergrigt, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23, 223-234.
Vogely, A. (1995). Perceived strategies use during performance on three authentic listening comprehension tasks. Modern Language Journal, 79(1), 41-56.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Prentice-Hall.
Wang, C. C. (2000). A sociolinguistic profile of English in Taiwan: Social context and learner needs. Unpublished doctoral dissertation, The Pennsylvania State University.
Wang. C. C., & Savignon, S. J. (2001). Communicative language teaching in EFL contexts: Learner attitudes in Taiwan. Paper presented in the 18th Conference on English Teaching and Learning in the Republic of China, Taipei, R.O.C.
Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In C. Wittock (Ed.), Handbook of research on teaching. New York: Macmillan.
Wen, Q. F. (1993). Advanced level English language learning in China: The relationship of modifiable learner variables to learning outcomes. Unpublished doctoral dissertation. The University of Hong Kong.
Wenden, A. (1985). Learner strategies. TESOL Newsletter, 19(5), 1-7.
Wenden, A. (1986a). Helping language learners think about learning. ELT Journal, 40(1), 3-12.
Wenden A. (1986b). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistic, 7(2), 186-201.
Wenden, A. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 103-118).
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Lingusitics, 19, 515-537.
Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27, 435-441.
Buck, G. (1995). How to become a good listening teacher. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 113-131). San Diego, CA: Dominie Press.
Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.
Widdowson, H. G.. (1978). Teaching language as communication. Oxford: Oxford University Press.
Wilson, M. (2003). Discovery listening: Improving perceptual processing. ELT Journal, 57, 335-343.
Winitz, H. (1981). The comprehension approach to foreign language instruction. New York: Newbury House.
Winograd, P., & Hare, V. C. (1988). Direct instruction of reading comprehension strategies: the nature of teacher explanation. In C. E. Weinstein, E. T. Geotz, & P. A. Alexander (Eds.), Learning and study strategies (pp. 121-140). New York: Academic Press.
Wittrock, M., Marks, C., & Doctorow, M. (1975). Reading as a generative process. Journal of Educational Psychology, 67, 484-489.
Wong, S. C., & M. C. Lopez (2000). English learners of Chinese background. In S.L. Mckay, & S. C. Wong (Eds.), New immigrants in the United States (pp. 263-305). Cambridge: Cambridge University Press.
Wu, M. C. (2000). A study of the effects of para-linguistic factors on EFL listening performance. Unpublished master’s thesis, national Kaohsung Normal
University, Taiwan.
Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
Buck, G. (2001). Assessing Listening. Cambridge, Cambridge University Press.
Yang, M. N. (2005). Nursing pre-professional’s medical terminology learning strategies. Asian EFL Journal, 7(1), 137-54.
Yang, M. N. (2006). An investigation on students learning problems in English-learning programs on the radio. Selected Papers from the Fifteenth International Symposium on English Teaching/Foreign Pan-Asian Conference (pp. 590-598). Taipei: Crane Publishing Company.
Young, R. L., & Chu, J. W. (1993). Balancing the English teaching process in Taiwan. Paper presented at the Tenth Conference on English Teaching and Learning in the Republic of China, Taipei, R. O. C.
Chinese Part
莊麗容、楊育芬 由師生互動之觀點探討英文補救教學。中華民國第十三屆英語文教學研討會。
United News (聯合報) (2005年8月23日) 語測中心連續3年檢測8成技專生英語不如國中生。
Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign Language Annals, 17(4), 317-329.
Campione, J. C., & Armbruster, B. B. (1985). Acquiring information from texts: an analysis of four approaches. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills (pp. 297-317).
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1): 1-47.
Carter, B. (1999). Begin with beliefs: exploring the relationship between beliefs and learner autonomy among advanced students. ERIC Document Reproduction Service No. ED 467863.
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276.
Chamot, A., O’Malley, J., Kupper, L., & Impink-Hernandez, M. (1987). A study of learning strategies in foreign-language instruction: First year report. Rosslyn, Va.: Interstate Research Associates.
Chamot, A. U., Barnhardt, S., El-Dinary, P. B. & Robbins, J. (1999). The learning strategies handbook. New York: Addison Wesley Longman, Inc.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24.
Chao, Y. G. (1996). The influence of strategy use on comprehension and recall of authentic English listening texts by Chinese EFL students in Taiwan. Unpublished Doctoral Dissertation, University of Minnesota.
Chao, Y. G. (1999). EFL listening strategies by English majors in Taiwan. Proceedings of the sixteenth conference on English teaching and learning in the Republic of China (pp.465-479). Taipei: Crane Publishing Company.
Chao, Y. G. & Wang, W. Y. (2001). Listening comprehension strategies used by senior high school students in Taiwan. The Proceeding of Tamkang International Conferences in TESOL: Methodology and Pedagogy in the age of globalization (pp. 23-285). Taipei: Tamkang University.
Chastain, K. (1976). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.
Chaudron, C. (1984). Simplification of input: Topic and reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437-458.
Chaudron, C. (1988). Second language classroom: Research on teaching and learning. New York: Cambridge University Press.
Chaudron,, C. & Richards, J. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.
Chen, T. Y. (1997). Identifying language learning factors among junior college students through diary studies. Paper from Proceedings of the Fourteenth Conference on English Teaching (pp. 81-93). Taipei: The Crane Publishing Company.
Cheng, M. H. (1997). Beliefs about foreign language learning: A study of the beliefs of teachers and students cross cultural settings. Studies in English Language and Literature, 2, 67-81.
Cheng, Y. P. (2004). An investigation of listening difficulties encountered by EFL students in senior high schools. Unpublished master’s thesis, National Chenghua University of Education, Taiwan.
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345-374.
Cohen, A. D. (1987). In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 268-279). Philadelphia, PA: Mulilingual Matters.
Cortazzi, M., & Jin, L. (1999). Cultural Mirrors. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp.196-219). New York: Cambridge University Press.
Cotterall, S. (1995). Readiness for autonomy: investigating learner beliefs. System, 23, 195-205.
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them. System, 27, 493-513.
Dansereau, D. F. (1985). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills (pp. 209-239). Hillsdale, NJ: Erlbaum.
DeFillipis, D. A. (1980). A study of the listening strategies used by skillful and unskillful college French students in aural comprehension tasks. Dissertation, University of Pittsburgh.
Denes, P., & E. Pinson. (1993). The speech chain: the physics and biology of spoken language, (2nd ed). New York: Freeman.
Diaz-Rico, T. L. (2004). Teaching English learners: Strategies and methods. Boston: Pearson Education, Inc.
Dunkel, P. (1985). Listening and note-taking: What is the effect of pre-training in note-taking? TESOL Newsletter, 19, 30-31.
Dunkel, P. (1986). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly, 22(2), 259-281.
Dunkel, P. (1991). Listening in the native and second/foreign language toward an integration of research and practice. TESOL Quarterly, 25(3), 431-457.
Eastman, J.K. (1991). Learning to listen and comprehend: The beginning stages. System, 19, 179-188.
Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73(1), 1-13.
Ehrman, M., & Oxford, R. (1990). Adult language learning style and strategies in an intensive training setting. Modern Language Journal, 74, 311-327.
Ehrman, M., & Oxford, R. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 73, 1-13.
Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University.
Fan, M. (1999). An investigation into the beliefs and strategies of Hong Kong students in the learning of English. Educational Journal, 27(2), 65-81.
Feyten, C. (1991). The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal, 75, 173-180.
Flavell, J. (1979). Metacognition and cognitive monitoring: a new era of cognitive development inquiry. American Psychologist, 34, 906-911.
Flavell, J. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert, & R. H. Kluwe, (Eds.), Metacognition, motivation and understanding (pp. 2-29). Lawrence Erlbaum Associates, Hillsdale, New Jersey.
Flowerdew, J. (1994). Research related to second language lecture comprehension — an overview. In J. Flowerdew (Ed.), Academic listening: research perspective. Cambridge: Cambridge University Press.
Fowler, F. J. (1993). Survey research methods (2nd ed.). Newbury Park: Sage.
Freshour, F. (1987). Listening effectively. Streamlined Seminar, 6(2), 1-7.
Fujita, J. N. (1984). A preliminary inquiry into the successful and unsuccessful listening strategies of beginning college Japanese students. Abstract from UMI ProQuest Digital Dissertation. Publication Number: AAT 8426386.
Gill, M. M. (1991). Accents and stereotypes. Their effects on perceptions of teachers and lecture comprehension (foreign accents). Doctoral dissertation, University of Nebraska at Lincoln, 1991. Dissertation Abstracts International, 52, 0138A.
Gillette, B. (1987). Two successful language learners: an introspective report in C. Færch & G. Kasper (Eds.) Introspection in second language research. Clevedon, Avon: Multilingual Matters.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369.
Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Goh, C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.
Green, S. B. Salkind, N.J., & Akey, T. M. (2000). Using SPSS for windows: analyzing and understanding data (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
Graham, S. J. (1997). Effective language learning. Clevedon, U. K.: Multilingual Matters.
Graham, S., (2002). Experiences of learning French: a snapshot at Years 11, 12 and 13. Language learning Journal, 25, 15-20.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182.
Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26, 385-391.
Hansan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13(2), 137-152.
Hatch, E., Shirai, Y., & Fantuzzi, C. (1990). The need for an integrated theory:
connecting modules. TESOL Quarterly, 24(4), 697-716.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 119-129). Englewood Cliffs, NJ: Prentice-Hall.
Horwitz, E. K. (1988). The Beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.
Horwitz, E. K. (1989). Recent research on second language learners: beliefs and anxiety. Texas Papers in Foreign Language Education. Special Edition, 2, 283-294.
Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27, 557-576.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of proficient and nonsuccessful second language learners. System, 5, 110-123.
Huang, D. F. (2003). Taiwanese university English majors’ beliefs about English dictionaries and their strategy use. Unpublished doctoral dissertation. The University of Texas at Austin.
Huang, X. H., & Naerssen, M. V. (1987). Learning strategies for oral communication. Applied Linguistics, 8(3), 287-307.
Huang, S. C., & Tsai, R. R. (2003). A comparison between High and Low English proficiency learners’ beliefs. ERIC Reproduction Service No. ED 482 579.
Hymes, D. (1972). On communicative competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics (pp.269-293). Harmondsworth: Penguin.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 441-461.
Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92.
Kouraogo, P. (1993). Language learning strategies in input-poor environments. System, 21, 165-173.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Krashen, S. (1977). Some issues relating to the Monitor Model. In H. Brown H, C. Yorio, & R. Crymes (Eds.). On TESOL’77. Washington D. C.: TESOL.
Krashen, S. D., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward: Alemany Press.
Kuntz. P. S. (1999). Secondary students’ beliefs about language learning. ERIC Document Reproduction Service No. ED427514.
Lan, R., & Oxford, R. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.
Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China (pp. 393-412). Taipei: Crane Publishing Company.
Lee, H. M. (2001). The role of practice in proficient EFL listening achievement for Taiwanese University English majors. Unpublished doctoral dissertation, The University of Texas at Austin.
Liao, P. S. (2002). Taiwanese college students’ beliefs about translation and their use of translation as a strategy to learn English. Unpublished doctoral dissertation. The University of Texas at Austin.
Lightbown, P. M., & Spada, Nina. (1999). How languages are learned. New York: Oxford University Press.
描述 博士
國立政治大學
英國語文學研究所
89551502
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0895515021
資料類型 thesis
dc.contributor.advisor 楊懿麗zh_TW
dc.contributor.advisor Yang, I Lien_US
dc.contributor.author (Authors) 楊名暖zh_TW
dc.contributor.author (Authors) Yang, Ming Nuanen_US
dc.creator (作者) 楊名暖zh_TW
dc.creator (作者) Yang, Ming Nuanen_US
dc.date (日期) 2006en_US
dc.date.accessioned 14-Sep-2009 12:14:47 (UTC+8)-
dc.date.available 14-Sep-2009 12:14:47 (UTC+8)-
dc.date.issued (上傳時間) 14-Sep-2009 12:14:47 (UTC+8)-
dc.identifier (Other Identifiers) G0895515021en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/31798-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 89551502zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 雖然聽力在語言學習中佔重要的地位，研究學者對學習者的聽力信念的了解仍十分有限。因此本研究主要是探討五專學生對英語聽力的信念和學習策略，並探討聽力信念和學習策略二者之間的關係，另外程度不同的學生是否抱持不同的聽力信念及使用不同的策略，也是本研究探討的重點。
      本研究採用量性研究方法，研究對象為北部某五專406位五專學生。研究工具為英語聽力學習者背景問卷、英語聽力學習信念問卷、聽力學習策略問卷和英語聽力測驗。
      本研究的主要發現如下：學生均肯定聽力在語言學習過程扮演的角色，它可以幫助學生學習其它的英文能力。學生使用聽力學習策略約為中等程度，在不同的策略類型當中，學生最常使用認知策略，其次為後設認知策略。聽力信念和學習策略二者之間關係密切。而程度較好的學生在聽力信念方面，有較高的聽力學習效能，並認同口語的特色可以幫助了解英文。在學習策略方面，程度較好的學生會使用較多的學習策略，並視任務的不同而彈性使用適當的策略。
      本論文並提出英聽教學上之應用建議。本研究結果可以幫助教師了解學生的聽力信念及學習困擾，幫助老師教導學生正確的學習信念及有效的學習策略，讓學生的英語聽力學習更有成效，進而改善英語聽力。		zh_TW
dc.description.abstract (摘要) Despite the importance of studying listening in foreign language learning, we still have very limited understanding of learners’ listening beliefs, and a more comprehensive system of listening beliefs is still not in sight. Hence, this study investigated junior college students’ listening beliefs, their listening strategy use, the relationship between their listening beliefs and strategies and the possible effects of English listening proficiency on junior college students’ listening beliefs and listening strategy use.
      This study mainly employed a quantitative approach to understanding junior college students’ beliefs about English listening comprehension, their strategy use and the relationship between listening beliefs and strategies. The participants were 406 students from one junior college in northern Taiwan. The instruments of the study were the Learner Profile Questionnaire (LPQ), the Belief About English Listening Comprehension Questionnaire (BELCQ), and English Listening Strategy Questionnaire (ELSQ) and the listening comprehension test.
      The results of the study suggested that: (1) most learners endorsed the belief that listening plays an important role in their English learning process and may facilitate the development of other language skills, (2) learners showed a medium level use of listening strategies and used a wide variety of strategies including cognitive and metacognitive strategies, (3) learners’ listening beliefs were associated with their use of listening strategies, (4) compared with ineffective learners, effective learners tended to report positive beliefs about listening comprehension, and (5) effective learners used a wider variety of strategies than ineffective listeners.
     Results of this study regarding junior college students’ listening beliefs and listening strategy use may provide rich implications for English education in Taiwan. It is hoped that through this study, more attention will be drawn to listening instruction in junior college students. Understanding students’ beliefs about listening may help English teachers become more aware of students’ frustrations and difficulties in listening to English. Moreover, it might enable EFL teachers to help students develop effective learning strategies and ultimately improve students’ English listening abilities.		en_US
dc.description.tableofcontents Page
     Acknowledgements vi
     Chinese Abstract xv
     English Abstract xvi
     Chapter
     1. Introduction 1
     Background and Rationale 1
     Statement of the Problem 4
     Development of Higher Education in Taiwan 6
     English Education in Taiwan 7
     College English Program in Taiwan 10
     Objectives of the Stu 13
     Research Questions 13
     Significance of the Study 14
     Chapter
     2. Review of Related Literature……..…………………..…………………..17
     The Nature of the Listening Process 17
     Listening Process 18
     Learners’ Beliefs 19
     Learners’ Beliefs about Foreign Language Learning 21
     Language Learning Beliefs and Language Proficiency 26
     Learners’ Beliefs about Listening 31
     Language Learning Strategies 35
     Listening Comprehension Strategies 46
     The Relationships between Learning Beliefs and Learning
     Strategies 54
     Instruction in Language Learning Strategies 56 Summary 62
     Chapter
     3. Method 67
     Research Design 67 Participants 67
     Instrumentation 69
     The Learner Profile Questionnaire (LPQ) 70
     The Beliefs About English Listening Comprehension (BELCQ) 71
     The English Listening Strategy Questionnaire (ELSQ) 74
     The Listening Proficiency Test 75
     Data Collection 76
     Pilot Study 76
     Formal Study 81
     Data Analysis 82
     Analysis of the Learner Profile Questionnaire 83
     Analysis of the English Listening Comprehension Test 83
     Analysis of the Questionnaire 84
     Chapter
     4. Results 86
     Demographic Information of the Participants 86
     Descriptive Statistics of the BELCQ 93
     Descriptive Statistics of the ELSQ 97
     Factor Analysis of the BELCQ and the ELSQ 102
     Factor Analysis of the BELCQ 102
     Factor Analysis of the ELSQ 109
     Canonical Correlations among Belief Factors and Strategy Factors 114
     Results of the Canonical Correlation Analysis 114
     The First Canonical Correlation (R1) 118
     The Second, Third and Fourth Canonical Correlations
     (R2, R3 and R4) 119
     The Listening Beliefs and Listening Proficiency 120
     The Strategy Use and Listening Proficiency 124
     Results of the Open-ended Questions in the BELCQ and ELSQ 126
     Summary of Results 127
     Chapter
     5. Discussion 130
     Junior College Students’ Listening Beliefs 130
     The Most Commonly Held Beliefs 131
     Beliefs about the Expectation of Instruction on Strategies and
     Listening Skills 132
     Beliefs about the Role of Listening Skills in the Process of
     English Learning 134
     Beliefs about the Aim of Practicing Listening Skills 135
     The Least Commonly Held Beliefs 137
     Junior College Students’ Listening Strategy Use 140
     The Most Often Used Listening Strategies 141
     Metacognitive Strategies 141
     Cognitive Strategies 143
     The Least Often Used Listening Strategies 146
     Social/Affective Strategies 146
     Metacognitive Strategies 146
     Cognitive Strategies 147
     Canonical Correlation between Listening Beliefs and Strategy Use 149
     The Relationship between Listening Beliefs and Listening Proficiency 152
     Beliefs about the Perceived Value of Listening Skills in the Process of English Learning 152
     Beliefs about the Instruction of Listening Strategies and Listening Skills 152
     Beliefs about Comprehending English on the Basis of Forms Only 153
     Beliefs about Self-efficacy about Learning English Listening Skills
      154
     Beliefs about the Nature of Comprehending Spoken English 158
     The Relationship between Strategy Use and Listening Proficiency 159
     The Use of Metacognitive Strategies 159
     The Use of Cognitive Strategies 160
     The Use of Social/Affective Strategies 162
     The Use of Form-focused Cognitive Strategies 163
     Chapter
     6. Conclusion 166
     Theoretical Implications 170
     Pedagogical Implications 172
     Limitations of the Study 177
     Suggestions for Future Research 178
     Appendixes 181
     A. English Listener Profile Questionnaire (LPQ) 181
     B. Beliefs About English Listening Comprehension Questionnaire 184
     C. English Listening Strategy Questionnaire (ELSQ) 187
     D. Chinese Version of the (LPQ) 190
     E. Chinese Version of the (BELCQ) 192
     F. Chinese Version of the (ELSQ) 195
     G. The Reliability Analysis of the BELCQ 198
     H. The Reliability Analysis of the ELSQ 200
     I. Effective and Ineffective Listeners’ Reasons Attributed to Success and Lack
     of Success in Listening Abilities 202
     J. Frequency List of Responses to Open-ended Questions in the BELCQ and ELSQ 204
     K.Pearson Correlations among the Items of BELCQ and ELSQ 207
     References… 209
     Vita 230
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     List of Tables
     Table 2.1: Oxford’s Structure of Direct Strategies 38
     Table 2.2: Structure of Indirect Strategies 40
     Table 2.3: Cognitive Strategies 41
     Table 2.4: Metacognitive Strategies 42
     Table 2.5: Social/Affective Strategies 43
     Table 2.6: Sequence Framework for Learning Strategy Instruction 61
     Table 3.1: The Critical Ratio of the Items in the BELCQ 78
     Table 3.2: The Critical Raito of the Items in the ELSQ 80
     Table 4.1: Background Information of the Subjects 88
     Table 4.2: Students’ Self-rated Listening Abilities 89
     Table 4.3: Reasons Attributed to Success in Listening Abilities 89
     Table 4.4: Reasons Attributed to Lack of Success in Listening Abilities 90
     Table 4.5: Most and Least Successful Skills 91
     Table 4.6: Practice English Listening Outside of Class 92
     Table 4.7: Means and Standard Deviations of Test Scores for Each Group by Proficiency Level 93
     Table 4.8: Means and Standard Deviation for the BELCQ Items 94
     Table 4.9: The Eleven Most Commonly Held Listening Beliefs Reported by
      the Students 96
     Table 4.10: The One Least Commonly Held Listening Beliefs Reported by
      the Students 96
     Table 4.11: Means and Standard Deviations for the Overall Strategies 97
     Table 4.12: Means and Standard Deviations for the ELSQ Items 98
     Table 4.13: The Sixteen Most Often Used Listening Strategies Reported by the Students 100
     Table 4.14: The Eight Least Often Used Strategies by the Students 101
     Table 4.15: Variance Explained by the Initial Eight Belief Factors 103
     Table 4.16: Factor One of the BELCQ (B1) 106
     Table 4.17: Factor Two of the BELCQ (B2) 106
     Table 4.18: Factor Three of the BECLQ (B3) 107
     Table 4.19: Factor Four of the BELCQ (B4) 108
     Table 4.20: Factor Five of the BELCQ (B5) 109
     Table 4.21: Variance Explained by the Initial Ten Strategy Factors 110
     Table 4.22: Factor One of the ELSQ (S1) 111
     Table 4.23: Factor Two of the ELSQ (S2) 112
     Table 4.24: Factor Three of the ELSQ (S3) 113
     Table 4.25: Factor Four of the ELSQ (S4) 114
     Table 4.26: Multivariate Tests of Significance at the .0001 Level 115
     Table 4.27: Eigenvalues and Canonical Correlations 115
     Table 4.28: Dimension Reduction Analysis 116
     Table 4.29: Correlations between Belief Variables and Their Canonical Variates (BCV) 116
     Table 4.30: Correlations between Strategy Variables and Their Canonical Variates (SCV) 116
     Table 4.31: Composite Belief Variables 117
     Table 4.32: Composite Strategy Variables 117
     Table 4.33: The t-test Results for Effective and Ineffective Listeners’ Beliefs of the Five Belief Factors 120
     Table 4.34: The t-test Results for Effective and Ineffective Listeners’ Individual Beliefs 121
     Table 4.35: The t-test Results for Effective and Ineffective Listeners’ Use of the Four Strategy Categories 124
     Table 4.36: The t-test Results for Effective and Ineffective Listeners’ Use of the Individual Strategy 125
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     List of Figures
     Figure 4.1: Scree test of the BELCQ factors 104
     Figure 4.2: Scree test of the ELSQ factors 110
     Figure 4.3 Relationships among Belief Variables, Belief Canonical Variates, Strategy Variables, and Strategy Canonical Variates 118		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0895515021en_US
dc.subject (關鍵詞) 學習信念zh_TW
dc.subject (關鍵詞) 學習策略zh_TW
dc.subject (關鍵詞) 聽力學習策略zh_TW
dc.subject (關鍵詞) learning beliefen_US
dc.subject (關鍵詞) learning strategyen_US
dc.subject (關鍵詞) listening strategyen_US
dc.title (題名) 臺灣五專學生英語聽力學習信念與聽力學習策略之研究zh_TW
dc.title (題名) Taiwanese Five-year Junior College EFL Students’ Beliefsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 85-102). Englewood Cliffs, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Anderson, R. C. and P. Freebody. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: research reviews. Newark, DE: International Reading Association.zh_TW
dc.relation.reference (參考文獻) Anderson, J. R. (1985). Cognitive psychology and its implications. Freeman: New York.zh_TW
dc.relation.reference (參考文獻) Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Asher, J. (1972). Children’s first language as a model of second language learning. Modern Language Journal, 56, 133-139.zh_TW
dc.relation.reference (參考文獻) Asher, J. (1982). Learning another language through actions: The complete teacher’s guide book. Los Gatos: Sky Oaks Production.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992a). Phases of listening to authentic input in Spanish: a descriptive study. Foreign Language Annuals, 25(4), 317-34.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992b). The relationship between gender, comprehension, processing, strategies and cognitive and affective response in foreign listening. Modern Language Journal, 76(2), 160-177.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992c). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75, 398-412.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4, 359-373.zh_TW
dc.relation.reference (參考文獻) Barker, L. L. (1971). Listening Behavior. New Jersey: Sky Oaks Productions.zh_TW
dc.relation.reference (參考文獻) Lin, Y. J. (2002). A case study on the effects of applying authentic materials as listening comprehension supplements for senior high school students. Unpublished Master’s Thesis. National Chengchi University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Litwin, M. S. (1995). How to measure survey reliability and validity. Thousand Oaks, CA: Sage Publications.zh_TW
dc.relation.reference (參考文獻) Long, D. R. (1990). What don’t know can’t help you: an exploratory study of background knowledge and second language listening comprehension. Studies in Second Language Acquisition 12(1), 65-80.zh_TW
dc.relation.reference (參考文獻) MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27(2), 185-195.zh_TW
dc.relation.reference (參考文獻) MacIntyre, P. D., & Noels, K. A. (1996). Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals 29(3), 373-386.zh_TW
dc.relation.reference (參考文獻) Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern Language Journal, 79, 272-386.zh_TW
dc.relation.reference (參考文獻) McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: an information-processing perspective. Language Learning, 33, 135-158.zh_TW
dc.relation.reference (參考文獻) Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 32, 170-190.zh_TW
dc.relation.reference (參考文獻) Mendelsohn, D. J. (1995). Applying learning strategies in the second/foreign language comprehension lesson. In D. J. Mendelsohn, & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 132-150). San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-105). Boston, MA: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Morely, J. (2001). Aural comprehension instruction: Principles and practices. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp.zh_TW
dc.relation.reference (參考文獻) 69-86). New York: Heinle & Heinle Publisher.zh_TW
dc.relation.reference (參考文獻) Mori, Y. (1999). Epistemological beliefs and language learning beliefs: what do language learners believe about their learning? Language Learning, 49, 377-415.zh_TW
dc.relation.reference (參考文獻) Murphy, J. M. (1985). Investigation into the listening strategies of ESL college students. ERIC Document Reproduction Service No. ED27875.zh_TW
dc.relation.reference (參考文獻) 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.zh_TW
dc.relation.reference (參考文獻) Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51-74.zh_TW
dc.relation.reference (參考文獻) Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education.zh_TW
dc.relation.reference (參考文獻) Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.zh_TW
dc.relation.reference (參考文獻) Neville, M. (1985). English language in Scottish schools. Scottish Education Department report.zh_TW
dc.relation.reference (參考文獻) Noguchi, T. (1991). Review of language learning strategy research and its implications. Unpublished bachelor’s thesis, Tottori University, Tottori, Japan.zh_TW
dc.relation.reference (參考文獻) Nord, J. R. (1981). Three steps leading to listening fluency: A beginning. In H. Winitz (Ed.), The comprehension approach to foreign language instruction. Rowley, MA: Newbury House.zh_TW
dc.relation.reference (參考文獻) Nunan, D. (2002). Listening in a second language. Selected papers from the Eeleventh International Symposium on English Teaching/Fourth Pan Asian Conference (pp. 120-129). Taipei: Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Nunan, D., & Miller, L. (1995). New ways in teaching listening. Washington DC: TESOL.zh_TW
dc.relation.reference (參考文獻) Nyikos, M., & Oxford, R. (1993). A factor analysis study of language-learning strategies use: interpretations from information-process theory and social psychology. Modern Language Journal, 77(1), 11-22.zh_TW
dc.relation.reference (參考文獻) Oh, J. (1996). The effects of attitude and sex on use of EFL learner strategies. English Teaching, 51(2), 35-53.zh_TW
dc.relation.reference (參考文獻) Okada, M., Oxford, R. L., & Abo, S. (1996). Not all alike: Motivation and learning strategies among students of Japanese and Spanish is an exploratory study. In R. L. Oxford (Ed.), Language learning motivation path ways to he new century (pp. 105-119).zh_TW
dc.relation.reference (參考文獻) O’Malley, M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(1), 418-437.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bobko, P. (2001). Correlation and regression (2nd ed.). Thousand Oaks, California: Sage Publications.zh_TW
dc.relation.reference (參考文獻) O’Malley, M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L. J., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning 35(1), 21-36.zh_TW
dc.relation.reference (參考文獻) O’Malley, M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. J. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(2), 285-296.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., Chamot, A. U., & Kupper, L. (1995). Listening comprehension strategies in second language acquisition. In H. Brown, & S. Gonzo (Eds.), Readings on second language acquisition (138-160). Englewood Cliffs: Prentice-Hall, Inc.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1985). A new taxonomy for second language learning strategies. Washington, DC: ERIC Clearinghouse on Language and Linguistics.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1989). Use of language learning strategies: a synthesis of students with implications for strategy training. System 17, 235-247.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Rowley, MA: Newbury House.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman, & R. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75-91). N.Y.: Palgrave Macmillan.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies:zh_TW
dc.relation.reference (參考文獻) methods, findings, and instructional issues. Modern Language Journal 73, 403-419.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L., & Ehrman, M. (1995). Adults’ language learning strategies in an intensive foreign language program in the United States. System, 23, 359-386.zh_TW
dc.relation.reference (參考文獻) Bremner, S. (1999). Language learning strategies and language proficiency: Investigating the relationship in Hong Kong. Canadian Modern Language Review, 55(4), 490-514.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies. Modern Language Journal, 73, 291-300.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.zh_TW
dc.relation.reference (參考文獻) Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. Abstract from: UMI ProQuest Digital Dissertation: Publication Number: AAT 9955135.zh_TW
dc.relation.reference (參考文獻) Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognitive and instruction, 1, 117-175.zh_TW
dc.relation.reference (參考文獻) Park, G. P. (1997). Language learning strategies and English proficiency in Korean University students. Foreign Language Annals, 30(2), 211-221.zh_TW
dc.relation.reference (參考文獻) Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a second language: Techniques and procedure. Mass: Winthrop Publishers.zh_TW
dc.relation.reference (參考文獻) Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9, 247-265.zh_TW
dc.relation.reference (參考文獻) Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Cerce-Murcia (Ed.), Teaching English as a second or foreign language (pp.87-100). New York: Heinle & Heinle Publisher.zh_TW
dc.relation.reference (參考文獻) Pintrich, P. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames, & M. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments, Vol. 6. (pp. 117-160). JAI Press, Greenwich, CT.zh_TW
dc.relation.reference (參考文獻) Politzer, R. L. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition, 6(1), 54-65.zh_TW
dc.relation.reference (參考文獻) Brown, A. L., Campione, J. C., & Day, J. C. (1980). Learning to learn: On training students to learn from tests. Unpublished paper. AERA Annual Meeting, Boston, 1980.zh_TW
dc.relation.reference (參考文獻) Politzer, R. L., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistics and communicative competence. TESOL Quarterly, 19(1), 103-123.zh_TW
dc.relation.reference (參考文獻) Postovsky, V. A. (1978). Why not start speaking later? In M. Burt, H. Dulay, & M. Finocchiaro. (Eds.), Viewpoints in English as a second language. New York: Regents.zh_TW
dc.relation.reference (參考文獻) Prince, P. (1996). Second language vocabulary learning: The role of context versus translation as a function of proficiency. Modern Language Journal, 80, 478-493.zh_TW
dc.relation.reference (參考文獻) Ramirez, A. G. (1995). Creating contexts for second language acquisition: Theory and methods. White Plains, NY: Longman.zh_TW
dc.relation.reference (參考文獻) Reiss, M. (1983). Helping the unsuccessful language learner. Forum, 21(2), 1-8.zh_TW
dc.relation.reference (參考文獻) Reiss, M. (1985). The good language learner: another look. Canadian Modern Language Review, 41, 511-523.zh_TW
dc.relation.reference (參考文獻) Richards, J. (1990). The language teaching matrix. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Rivers, W. (1966). Listening comprehension. Modern Language Journal, 50, 196-204.zh_TW
dc.relation.reference (參考文獻) Rost, M. (1990). Listening in language learning. London: Longman.zh_TW
dc.relation.reference (參考文獻) Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-273.zh_TW
dc.relation.reference (參考文獻) Brown, A. L., & Palinscar, A. S. (1982). Inducing strategic learning from texts by means of informed self-control training. Topic in Learning Disability, 2, 1-17.zh_TW
dc.relation.reference (參考文獻) Rost, M. (1994). Introducing listening. New York: Penguin Group.zh_TW
dc.relation.reference (參考文獻) Rost, M. (2002). Teaching and researching listening. London: Pearson Education.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41-51.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1981). The study of cognitive processes in second language learning. Applied Linguistics, 11(2), 117-131.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood Cliffs, NJ: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Rubin, J., Quinn, J. & Enos, J. (1988). Improve foreign language listening comprehension. Report to International Research and Studies Program. U. S. Department of Education, Washington, DC.zh_TW
dc.relation.reference (參考文獻) Rubin, J., & Thompson, I. (1994). How to be a more successful language learner (2nd ed.). Boston: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Sprio, & W. E. Montagues (Eds.) Schooling and the acquisition of knowledge. Hillsdale, NJ: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) Schmidt-Rinehart, B. (1992). The effects of topic familiarity on the listening comprehension of university students of Spanish. Unpublished doctoral dissertation, Ohio State University.zh_TW
dc.relation.reference (參考文獻) Schunk, D. L. (1995). Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223.zh_TW
dc.relation.reference (參考文獻) Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From research to practice (pp. 49-75). Hillsdle, NJ: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) Seliger, H. W., & Shohamy, E. G. (1989). Second language research methods. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Stipek, D. J. (1993). Motivation to learn, from theory to practice. (2nd ed.). Ally and Bacon, Needham Heights, MA.zh_TW
dc.relation.reference (參考文獻) Swaffar, J. K., & Bacon, S. M. (1993). Reading and listening comprehension: Perspectives on research and implications for practice. In A. H. Omaggio (Ed.), Research in language learning: Principles, processes, and prospects (pp. 124-155). Lincolnwood, IL: National Textbook.zh_TW
dc.relation.reference (參考文獻) Swain, M. (2000). The output hypothesis and beyond; mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Teng, H. C. (1996). An investigation of EFL listening comprehension strategies used by college freshmen in Taiwan. Research report submitted to National Science Council (NSC 85-2418-H-224-002).zh_TW
dc.relation.reference (參考文獻) Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. The Proceedings of the Sixth International Symposium on English teaching (pp. 509-519). Taipei: Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Teng, H. C. (1998). A study of EFL listening comprehension strategies. ERIC Document Reproduction Service No. ED 422745.zh_TW
dc.relation.reference (參考文獻) Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.zh_TW
dc.relation.reference (參考文獻) Brown, G. (1990). Listening to spoken English. Landon: Longman.zh_TW
dc.relation.reference (參考文獻) Underwood, M. (1989). Teaching Listening. New York: Longman Inc.zh_TW
dc.relation.reference (參考文獻) Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) van Pattern, B. (1990). Attending to form and content in input: an experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.zh_TW
dc.relation.reference (參考文獻) van Pattern, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.zh_TW
dc.relation.reference (參考文獻) Vandergrift, L. (1992). The comprehension strategies of second language (French) listeners. Unpublished doctoral dissertation, University of Alberta, Edmonton.zh_TW
dc.relation.reference (參考文獻) Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. The Canadian Modern Language Review, 52(2), 200-223.zh_TW
dc.relation.reference (參考文獻) Vandergrift, L. (1997). The comprehension strategies of second language listeners: a descriptive study. Foreign Language Annals, 30(3), 387-409.zh_TW
dc.relation.reference (參考文獻) Vandergrigt, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.zh_TW
dc.relation.reference (參考文獻) Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23, 223-234.zh_TW
dc.relation.reference (參考文獻) Vogely, A. (1995). Perceived strategies use during performance on three authentic listening comprehension tasks. Modern Language Journal, 79(1), 41-56.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Wang, C. C. (2000). A sociolinguistic profile of English in Taiwan: Social context and learner needs. Unpublished doctoral dissertation, The Pennsylvania State University.zh_TW
dc.relation.reference (參考文獻) Wang. C. C., & Savignon, S. J. (2001). Communicative language teaching in EFL contexts: Learner attitudes in Taiwan. Paper presented in the 18th Conference on English Teaching and Learning in the Republic of China, Taipei, R.O.C.zh_TW
dc.relation.reference (參考文獻) Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In C. Wittock (Ed.), Handbook of research on teaching. New York: Macmillan.zh_TW
dc.relation.reference (參考文獻) Wen, Q. F. (1993). Advanced level English language learning in China: The relationship of modifiable learner variables to learning outcomes. Unpublished doctoral dissertation. The University of Hong Kong.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1985). Learner strategies. TESOL Newsletter, 19(5), 1-7.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1986a). Helping language learners think about learning. ELT Journal, 40(1), 3-12.zh_TW
dc.relation.reference (參考文獻) Wenden A. (1986b). What do second-language learners know about their language learning? A second look at retrospective accounts. Applied Linguistic, 7(2), 186-201.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 103-118).zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Lingusitics, 19, 515-537.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27, 435-441.zh_TW
dc.relation.reference (參考文獻) Buck, G. (1995). How to become a good listening teacher. In D. J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 113-131). San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Widdowson, H. G.. (1978). Teaching language as communication. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Wilson, M. (2003). Discovery listening: Improving perceptual processing. ELT Journal, 57, 335-343.zh_TW
dc.relation.reference (參考文獻) Winitz, H. (1981). The comprehension approach to foreign language instruction. New York: Newbury House.zh_TW
dc.relation.reference (參考文獻) Winograd, P., & Hare, V. C. (1988). Direct instruction of reading comprehension strategies: the nature of teacher explanation. In C. E. Weinstein, E. T. Geotz, & P. A. Alexander (Eds.), Learning and study strategies (pp. 121-140). New York: Academic Press.zh_TW
dc.relation.reference (參考文獻) Wittrock, M., Marks, C., & Doctorow, M. (1975). Reading as a generative process. Journal of Educational Psychology, 67, 484-489.zh_TW
dc.relation.reference (參考文獻) Wong, S. C., & M. C. Lopez (2000). English learners of Chinese background. In S.L. Mckay, & S. C. Wong (Eds.), New immigrants in the United States (pp. 263-305). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Wu, M. C. (2000). A study of the effects of para-linguistic factors on EFL listening performance. Unpublished master’s thesis, national Kaohsung Normalzh_TW
dc.relation.reference (參考文獻) University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.zh_TW
dc.relation.reference (參考文獻) Buck, G. (2001). Assessing Listening. Cambridge, Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Yang, M. N. (2005). Nursing pre-professional’s medical terminology learning strategies. Asian EFL Journal, 7(1), 137-54.zh_TW
dc.relation.reference (參考文獻) Yang, M. N. (2006). An investigation on students learning problems in English-learning programs on the radio. Selected Papers from the Fifteenth International Symposium on English Teaching/Foreign Pan-Asian Conference (pp. 590-598). Taipei: Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Young, R. L., & Chu, J. W. (1993). Balancing the English teaching process in Taiwan. Paper presented at the Tenth Conference on English Teaching and Learning in the Republic of China, Taipei, R. O. C.zh_TW
dc.relation.reference (參考文獻) Chinese Partzh_TW
dc.relation.reference (參考文獻) 莊麗容、楊育芬 由師生互動之觀點探討英文補救教學。中華民國第十三屆英語文教學研討會。zh_TW
dc.relation.reference (參考文獻) United News (聯合報) (2005年8月23日) 語測中心連續3年檢測8成技專生英語不如國中生。zh_TW
dc.relation.reference (參考文獻) Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign Language Annals, 17(4), 317-329.zh_TW
dc.relation.reference (參考文獻) Campione, J. C., & Armbruster, B. B. (1985). Acquiring information from texts: an analysis of four approaches. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills (pp. 297-317).zh_TW
dc.relation.reference (參考文獻) Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1): 1-47.zh_TW
dc.relation.reference (參考文獻) Carter, B. (1999). Begin with beliefs: exploring the relationship between beliefs and learner autonomy among advanced students. ERIC Document Reproduction Service No. ED 467863.zh_TW
dc.relation.reference (參考文獻) Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245-276.zh_TW
dc.relation.reference (參考文獻) Chamot, A., O’Malley, J., Kupper, L., & Impink-Hernandez, M. (1987). A study of learning strategies in foreign-language instruction: First year report. Rosslyn, Va.: Interstate Research Associates.zh_TW
dc.relation.reference (參考文獻) Chamot, A. U., Barnhardt, S., El-Dinary, P. B. & Robbins, J. (1999). The learning strategies handbook. New York: Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24.zh_TW
dc.relation.reference (參考文獻) Chao, Y. G. (1996). The influence of strategy use on comprehension and recall of authentic English listening texts by Chinese EFL students in Taiwan. Unpublished Doctoral Dissertation, University of Minnesota.zh_TW
dc.relation.reference (參考文獻) Chao, Y. G. (1999). EFL listening strategies by English majors in Taiwan. Proceedings of the sixteenth conference on English teaching and learning in the Republic of China (pp.465-479). Taipei: Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Chao, Y. G. & Wang, W. Y. (2001). Listening comprehension strategies used by senior high school students in Taiwan. The Proceeding of Tamkang International Conferences in TESOL: Methodology and Pedagogy in the age of globalization (pp. 23-285). Taipei: Tamkang University.zh_TW
dc.relation.reference (參考文獻) Chastain, K. (1976). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.zh_TW
dc.relation.reference (參考文獻) Chaudron, C. (1984). Simplification of input: Topic and reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17(3), 437-458.zh_TW
dc.relation.reference (參考文獻) Chaudron, C. (1988). Second language classroom: Research on teaching and learning. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Chaudron,, C. & Richards, J. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.zh_TW
dc.relation.reference (參考文獻) Chen, T. Y. (1997). Identifying language learning factors among junior college students through diary studies. Paper from Proceedings of the Fourteenth Conference on English Teaching (pp. 81-93). Taipei: The Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Cheng, M. H. (1997). Beliefs about foreign language learning: A study of the beliefs of teachers and students cross cultural settings. Studies in English Language and Literature, 2, 67-81.zh_TW
dc.relation.reference (參考文獻) Cheng, Y. P. (2004). An investigation of listening difficulties encountered by EFL students in senior high schools. Unpublished master’s thesis, National Chenghua University of Education, Taiwan.zh_TW
dc.relation.reference (參考文獻) Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26(2), 345-374.zh_TW
dc.relation.reference (參考文獻) Cohen, A. D. (1987). In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 268-279). Philadelphia, PA: Mulilingual Matters.zh_TW
dc.relation.reference (參考文獻) Cortazzi, M., & Jin, L. (1999). Cultural Mirrors. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp.196-219). New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Cotterall, S. (1995). Readiness for autonomy: investigating learner beliefs. System, 23, 195-205.zh_TW
dc.relation.reference (參考文獻) Cotterall, S. (1999). Key variables in language learning: what do learners believe about them. System, 27, 493-513.zh_TW
dc.relation.reference (參考文獻) Dansereau, D. F. (1985). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills (pp. 209-239). Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) DeFillipis, D. A. (1980). A study of the listening strategies used by skillful and unskillful college French students in aural comprehension tasks. Dissertation, University of Pittsburgh.zh_TW
dc.relation.reference (參考文獻) Denes, P., & E. Pinson. (1993). The speech chain: the physics and biology of spoken language, (2nd ed). New York: Freeman.zh_TW
dc.relation.reference (參考文獻) Diaz-Rico, T. L. (2004). Teaching English learners: Strategies and methods. Boston: Pearson Education, Inc.zh_TW
dc.relation.reference (參考文獻) Dunkel, P. (1985). Listening and note-taking: What is the effect of pre-training in note-taking? TESOL Newsletter, 19, 30-31.zh_TW
dc.relation.reference (參考文獻) Dunkel, P. (1986). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly, 22(2), 259-281.zh_TW
dc.relation.reference (參考文獻) Dunkel, P. (1991). Listening in the native and second/foreign language toward an integration of research and practice. TESOL Quarterly, 25(3), 431-457.zh_TW
dc.relation.reference (參考文獻) Eastman, J.K. (1991). Learning to listen and comprehend: The beginning stages. System, 19, 179-188.zh_TW
dc.relation.reference (參考文獻) Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73(1), 1-13.zh_TW
dc.relation.reference (參考文獻) Ehrman, M., & Oxford, R. (1990). Adult language learning style and strategies in an intensive training setting. Modern Language Journal, 74, 311-327.zh_TW
dc.relation.reference (參考文獻) Ehrman, M., & Oxford, R. (1995). Cognition plus: Correlates of language learning success. Modern Language Journal, 73, 1-13.zh_TW
dc.relation.reference (參考文獻) Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University.zh_TW
dc.relation.reference (參考文獻) Fan, M. (1999). An investigation into the beliefs and strategies of Hong Kong students in the learning of English. Educational Journal, 27(2), 65-81.zh_TW
dc.relation.reference (參考文獻) Feyten, C. (1991). The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal, 75, 173-180.zh_TW
dc.relation.reference (參考文獻) Flavell, J. (1979). Metacognition and cognitive monitoring: a new era of cognitive development inquiry. American Psychologist, 34, 906-911.zh_TW
dc.relation.reference (參考文獻) Flavell, J. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert, & R. H. Kluwe, (Eds.), Metacognition, motivation and understanding (pp. 2-29). Lawrence Erlbaum Associates, Hillsdale, New Jersey.zh_TW
dc.relation.reference (參考文獻) Flowerdew, J. (1994). Research related to second language lecture comprehension — an overview. In J. Flowerdew (Ed.), Academic listening: research perspective. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Fowler, F. J. (1993). Survey research methods (2nd ed.). Newbury Park: Sage.zh_TW
dc.relation.reference (參考文獻) Freshour, F. (1987). Listening effectively. Streamlined Seminar, 6(2), 1-7.zh_TW
dc.relation.reference (參考文獻) Fujita, J. N. (1984). A preliminary inquiry into the successful and unsuccessful listening strategies of beginning college Japanese students. Abstract from UMI ProQuest Digital Dissertation. Publication Number: AAT 8426386.zh_TW
dc.relation.reference (參考文獻) Gill, M. M. (1991). Accents and stereotypes. Their effects on perceptions of teachers and lecture comprehension (foreign accents). Doctoral dissertation, University of Nebraska at Lincoln, 1991. Dissertation Abstracts International, 52, 0138A.zh_TW
dc.relation.reference (參考文獻) Gillette, B. (1987). Two successful language learners: an introspective report in C. Færch & G. Kasper (Eds.) Introspection in second language research. Clevedon, Avon: Multilingual Matters.zh_TW
dc.relation.reference (參考文獻) Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369.zh_TW
dc.relation.reference (參考文獻) Goh, C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.zh_TW
dc.relation.reference (參考文獻) Goh, C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206.zh_TW
dc.relation.reference (參考文獻) Green, S. B. Salkind, N.J., & Akey, T. M. (2000). Using SPSS for windows: analyzing and understanding data (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Graham, S. J. (1997). Effective language learning. Clevedon, U. K.: Multilingual Matters.zh_TW
dc.relation.reference (參考文獻) Graham, S., (2002). Experiences of learning French: a snapshot at Years 11, 12 and 13. Language learning Journal, 25, 15-20.zh_TW
dc.relation.reference (參考文獻) Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182.zh_TW
dc.relation.reference (參考文獻) Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26, 385-391.zh_TW
dc.relation.reference (參考文獻) Hansan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13(2), 137-152.zh_TW
dc.relation.reference (參考文獻) Hatch, E., Shirai, Y., & Fantuzzi, C. (1990). The need for an integrated theory:zh_TW
dc.relation.reference (參考文獻) connecting modules. TESOL Quarterly, 24(4), 697-716.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. L. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 119-129). Englewood Cliffs, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1988). The Beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283-294.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1989). Recent research on second language learners: beliefs and anxiety. Texas Papers in Foreign Language Education. Special Edition, 2, 283-294.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies. System, 27, 557-576.zh_TW
dc.relation.reference (參考文獻) Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of proficient and nonsuccessful second language learners. System, 5, 110-123.zh_TW
dc.relation.reference (參考文獻) Huang, D. F. (2003). Taiwanese university English majors’ beliefs about English dictionaries and their strategy use. Unpublished doctoral dissertation. The University of Texas at Austin.zh_TW
dc.relation.reference (參考文獻) Huang, X. H., & Naerssen, M. V. (1987). Learning strategies for oral communication. Applied Linguistics, 8(3), 287-307.zh_TW
dc.relation.reference (參考文獻) Huang, S. C., & Tsai, R. R. (2003). A comparison between High and Low English proficiency learners’ beliefs. ERIC Reproduction Service No. ED 482 579.zh_TW
dc.relation.reference (參考文獻) Hymes, D. (1972). On communicative competence. In J. B. Pride, & J. Holmes (Eds.), Sociolinguistics (pp.269-293). Harmondsworth: Penguin.zh_TW
dc.relation.reference (參考文獻) Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 441-461.zh_TW
dc.relation.reference (參考文獻) Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92.zh_TW
dc.relation.reference (參考文獻) Kouraogo, P. (1993). Language learning strategies in input-poor environments. System, 21, 165-173.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.zh_TW
dc.relation.reference (參考文獻) Krashen, S. (1977). Some issues relating to the Monitor Model. In H. Brown H, C. Yorio, & R. Crymes (Eds.). On TESOL’77. Washington D. C.: TESOL.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward: Alemany Press.zh_TW
dc.relation.reference (參考文獻) Kuntz. P. S. (1999). Secondary students’ beliefs about language learning. ERIC Document Reproduction Service No. ED427514.zh_TW
dc.relation.reference (參考文獻) Lan, R., & Oxford, R. (2003). Language learning strategy profiles of elementary school students in Taiwan. IRAL, International Review of Applied Linguistics in Language Teaching, 41(4), 339-379.zh_TW
dc.relation.reference (參考文獻) Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China (pp. 393-412). Taipei: Crane Publishing Company.zh_TW
dc.relation.reference (參考文獻) Lee, H. M. (2001). The role of practice in proficient EFL listening achievement for Taiwanese University English majors. Unpublished doctoral dissertation, The University of Texas at Austin.zh_TW
dc.relation.reference (參考文獻) Liao, P. S. (2002). Taiwanese college students’ beliefs about translation and their use of translation as a strategy to learn English. Unpublished doctoral dissertation. The University of Texas at Austin.zh_TW
dc.relation.reference (參考文獻) Lightbown, P. M., & Spada, Nina. (1999). How languages are learned. New York: Oxford University Press.zh_TW