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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 14-九月-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.
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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。
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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 (作者) 楊名暖zh_TW
dc.contributor.author (作者) 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 14-九月-2009 12:14:47 (UTC+8)-
dc.date.available 14-九月-2009 12:14:47 (UTC+8)-
dc.date.issued (上傳時間) 14-九月-2009 12:14:47 (UTC+8)-
dc.identifier (其他 識別碼) 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
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