| dc.contributor.advisor | 崔正芳 | zh_TW |
| dc.contributor.author (Authors) | 蔡朱蓉 | zh_TW |
| dc.creator (作者) | 蔡朱蓉 | zh_TW |
| dc.date (日期) | 2004 | en_US |
| dc.date.accessioned | 14-Sep-2009 12:16:46 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 12:16:46 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 12:16:46 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0091951017 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31808 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 91951017 | zh_TW |
| dc.description (描述) | 93 | zh_TW |
| dc.description.abstract (摘要) | 本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。 研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測，並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材，而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週，實驗前給予兩組學生學習背景問卷調查，實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知，受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步，其中又以高分群的成效最佳。 最後，由此研究結果提出工職英語聽力教學之具體建議。期盼對職校英語聽力學習環境、學習者、及授課教師皆有所助益。 | zh_TW |
| dc.description.abstract (摘要) | Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels. The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance. The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools. | en_US |
| dc.description.tableofcontents | Acknowledgements iii Table of Contents iv List of Tables/Figure. viii Chinese Abstract. x English Abstract. xi Chapter 1. Introduction 1 1.1 Motivation 1 1.2 Theoretical Framework 4 1.3 Prior Research 6 1.4 Statement of the Problem… ………………………………...............7 1.5 Purpose of the Study………… ………………………………..……….9 1.6 Significance of the Study……… ………………………………....... ...9 1.7 Research Questions………… ………………………………………..10 2. Literature Review ………………………………………………………….11 2.1 Defining Listening Comprehension ………………………………….11 2.2 Listening Comprehension Strategies… ………………………………12 2.3 Schema Theory: Using Background Knowledge to Enhance the Language-Comprehension Process …………………………………. 15 2.4 Advance Organizers ………………………………………………….16 2.5 Video on Listening Comprehension… ……………………………….24 2.6 Using AOs with Video on Listening Comprehension… ……………..25 2.7 The Effect of Vocabulary Pre-teaching…… …………………………27 2.8 The Effect of Pre-questioning…………… …………………………..29 2.9 Summary…………………………… ………………………………..31 2.10 Research Hypotheses… ……………………………………………..32 3. Methodology……… ………………………………………………………33 3.1 Subjects… ……………………………………………………………33 3.2 Instruments… ………………………………………………………...34 3.2.1 The Listening Comprehension Pretest and Posttest… ……….34 3.2.2 English Learning Orientation Survey………… ……………..35 3.2.3 The Self-Reflection Questionnaire……… …………………..35 3.2.3.1 Validity and Reliability of the Self-Reflection Questionnaire… …………………………………...37 3.3 Materials……………. 40 3.3.1 Family Album, U. S. A… …………………………………….40 3.3.2 A+ English……… …………………………………………...41 3.3.3 Two Monthly Tests… ………………………………………..42 3.4 Procedure… …………………………………………………………..42 3.4.1 Procedure of the Experiment… ………………………………42 3.4.2 Treatment: Advance Organizer… …………………………….43 3.5 Data Analysis… ……………………………………………………... 47 4. Data Analysis and Result…………………………………………………. 49 4.1 Background Information ……………………………………………..49 4.1.1 Demographic Information of the Subjects… ………………..49 4.1.2 Analysis of the English Learning Orientation Survey… .........50 4.2 Preliminary Results… ………………………………………………..58 4.2.1 Students’ Background Credentials on GEPT Pretest… ….......58 4.2.1.1 Perceived Best Language Skill on GEPT Pretest ….58 4.2.1.2 Importance of English Listening Training on GEPT Pretest……………………………………………. . 59 4.2.1.3 Experience of Listening to English Broadcast Programs on GEPT Pretest…………………... 60 4.2.1.4 Experience of Taking Standardized English Examination on GEPT Pretest… ……………..61 4.2.1.5 Gender Differences on GEPT Pretest… …………...61 4.2.2 Monthly Tests………………………… ……………………..62 4.3 Main Results……………………… ………………………………….63 4.3.1 Treatment Effects… ………………………………………….63 4.3.1.1 Treatment Effect on GEPT Progress……… ……….63 4.3.1.2 Exclusion of Confounding Effects………… ………64 4.3.2 Proficiency Levels on Treatment Effects…… ……………….65 4.3.2.1 Proficiency Levels on GEPT Progress… …………..65 4.3.2.2 Proficiency Levels on Strategy Use……… ………..66 4.4 Additional Information from GEPT-Elementary Level,2005… ……..68 5. Discussion and Conclusion……… ………………………………………….70 5.1 Discussion of findings……… …………………………………70 5.1.1 English Learning Orientation……… ………………………..70 5.1.2 AO with Video Instruction on Listening Comprehension Performance…………………………………………… …….72 5.1.3 Proficiency Levels on Test Performance and Listening Strategy use……………………………………………… …..73 5.2 Conclusion…………………………………………… ……………...76 5.2.1 Suggestions and Pedagogical Implications…… …………76 5.2.2 Limitations of the Study…………………………… …….80 5.2.3 Suggestions for Further Studies……………………… …..82 Appendix A English Learning Orientation Survey…………………………… …..84 Appendix B Self-reflection Questionnaire…………… ………………………..…85 Appendix C A+ English Monthly Test 1……………… ………………………….86 Appendix D A+ English Monthly Test 2……………… ………………………….88 References……………………………………………… ………………………….. 90 List of Tables/Figure Table 2.1 Empirical Studies of AOs in Reading /Listening Comprehension 20 3.1 The Distribution of the Subjects by Major, EBCT, Age and Gender… 34 3.2 Factor Analysis of the Self-Reflection Questionnaire ………………36 3.3 The CR and Correlation with Total in Each Item… ………………...38 3.4 Factors Extraction………………………………… ………………..38 3.5 The Factor Loading , KMO, Eigenvalue, Percentage of Variance and Validity Coefficient……… ……………………………………....39 3.6 The Internal Consistency Reliability Coefficient of Factor 1 & Factor 2…………… …………………………………………….......39 3.7 Viewing Schedule of Family Album, U. S. A. for Experimental and Control Groups… ……………………………………………….. 41 3.8 The Time Table…… ………………………………………………...45 3.9 Overview of Statistical Analyses…… ………………………………48 4.1 The Distribution of HPG, MPG and LPG by treatment and Pretest Score range………………… ………………………………....50 4.2 The Frequency and Percentage of Students’ Background Information in the English Learning Orientation Survey…… …………………..56 4.3 Perceived Best Language Skill on GEPT Pretest by Number, Mean and S.D………………………………… ………………………..59 4.4 ANOVA for the effect of the Perceived Best Language Skill on GEPT Pretest………… ………………………………………....59 4.5 Importance of English Listening Training on GEPT Pretest by N, Mean and S.D…… …………………………………………...60 4.6 ANOVA for the effect of Importance of English Listening Training on GEPT Pretest…… ……………………………………………....60 4.7 T-test Results of Experience of Listening to English Broadcast Programs on GEPT Pretest… ……………………………………… 60 4.8 T-test Results of English Examination Experience on GEPT Pretest …61 4.9 T-test Results of Gender Differences on GEPT Pretest…… ………..61 4.10 T-test Results of the Listening Sections on Monthly Tests… ……....62 4.11 T-test Results of Treatment Effect on Progress…………… ………..63 4.12 The Summary of Analysis of Covariance………………… ………..64 4.13 Pairwise Comparison………………………………………… ……..64 4.14 HPG, MPG and LPG on GEPT Progress by N, Mean and S.D…… ..65 4.15 ANOVA of The Three Proficiency Levels on GEPT Progress…… ...66 4.16 Distribution of Self-Reflected Top-Down / Bottom-Up Processing Scores among HPG,MPG and LPG by N, Mean, and S. D……… ….67 4.17 ANOVA for the Effect of Proficiency Levels on Top-Down/ Bottom-Up Processing…………………………………………… …67 4.18 The Test Result of GEPT-Elementary Level, 2005 by N, Mean and S.D…………………………………………………… ………...68 4.19 ANOVA on GEPT, 2005 among HPG, MPG and LPG……… ……..68 4.20 The Progress of HPG, MPG and LPG by N, Mean and S.D.… …….69 4.21 ANOVA on GEPT Progress…………………………………… …....69 Figure 1 Research Procedure…………………………………………… ……46 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0091951017 | en_US |
| dc.subject (關鍵詞) | Advance Organizer | en_US |
| dc.subject (關鍵詞) | Video | en_US |
| dc.subject (關鍵詞) | listening comprehension | en_US |
| dc.title (題名) | Advance Organizers with Video Instruction on Industrial Vocational High School Students` Listening Comprehension | zh_TW |
| dc.type (資料類型) | thesis | en |
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