| dc.contributor.advisor | 楊懿麗 | zh_TW |
| dc.contributor.advisor | Yang, I Li | en_US |
| dc.contributor.author (Authors) | 楊名暖 | zh_TW |
| dc.contributor.author (Authors) | Yang, Ming Nuan | en_US |
| dc.creator (作者) | 楊名暖 | zh_TW |
| dc.creator (作者) | Yang, Ming Nuan | en_US |
| dc.date (日期) | 2006 | en_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) | G0895515021 | en_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) | 89551502 | zh_TW |
| dc.description (描述) | 95 | zh_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/#G0895515021 | en_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 belief | en_US |
| dc.subject (關鍵詞) | learning strategy | en_US |
| dc.subject (關鍵詞) | listening strategy | en_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’ Beliefs | en_US |
| dc.type (資料類型) | thesis | en |
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