| dc.contributor.advisor | 彭欽清 | zh_TW |
| dc.contributor.advisor | Chin-ching Peng | en_US |
| dc.contributor.author (Authors) | 林宜如 | zh_TW |
| dc.contributor.author (Authors) | Yi-ju Lin | en_US |
| dc.creator (作者) | 林宜如 | zh_TW |
| dc.creator (作者) | Yi-ju Lin | en_US |
| dc.date (日期) | 2002 | en_US |
| dc.date.accessioned | 17-Sep-2009 16:32:17 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 16:32:17 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 16:32:17 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0089951003 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33414 | - |
| 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) | 89951003 | zh_TW |
| dc.description (描述) | 91 | zh_TW |
| dc.description.abstract (摘要) | 國立政治大學英國語文學系在職碩士班 碩士論文提要 論文名稱：使用真實語料做為高中生英語聽力輔助教材之個案研究 指導教授：彭欽清 研究生：林宜如 論文提要內容： 本研究旨在分析探討以廣播真實語料 (authentic broadcast materials) 做為台灣高中生英語聽力輔助教材之可能性，並兼論不同題型設計 (task types) 對不同程度學生聽力表現上的影響，以期能夠提供高中英語教師在英聽教學教材上的另一選擇及英聽測驗的方針。 實驗對象為41位高一學生。學生在學期初以全民英檢聽力測驗結果分為高、中、低三種程度，並接受為期十週的廣播英聽訓練。實驗過程中搭配以不同測驗題型來協助並檢視學生英聽理解力。學期結束前再以同樣之英檢試題做為後測。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象的英文學習背景；（二）學生英聽困難的分析；（三）學生對選材及不同題型的看法。量的分析則以SPSS統計法，包括（一）前後測統計數值的差異；（二）取材（text types）與後測英聽成效的關係；（三）題型（task types）與後測英聽成效的關係。 研究結果發現：受試者在收聽廣播真實語料上最大的困難在於速度及連音。但經過廣播真實語料的英聽訓練後，高程度組不但在後測表現上有明顯進步，且較習慣於外國人的速度及連音，並能接受更長篇的真實語料。至於題型設計對英聽成效影響不大，但是，從學生問卷發現，高程度者認為克漏字題型較有助於英聽訓練，而中、低程度者則都認為選擇題較有助於英聽訓練。最後，本研究提出一些英語聽力教學上的建議：（一）教學初期只要求學生達到重要但簡單的基本目標；（二）教導學生分辨中英文語言的差異以及口說與書寫英文的不同特性；（三）設計多樣化的題型。最後，希望本研究能對台灣的高中英語聽力教學有所助益。 | zh_TW |
| dc.description.abstract (摘要) | ABSTRACT This study aims chiefly at the feasibility of using authentic English broadcast programs as supplementary materials in listening comprehension training for EFL senior high school students. It also discusses the effect of different task types on different proficiency levels in English listening comprehension performance, in the hope that the research would provide other alternative of supplementary listening materials and test designs as a reference for senior high school teachers. The research is conducted among 41first-year senior high school students. In the beginning of the first semester in fall, 2002, the subjects were divided into three proficiency levels (high, middle and low) according to the results of their performance on the GEPT listening comprehension as a pretest. Then they were given a ten-week authentic English broadcast listening training. During the course of training, different task types were provided to evaluate students’ listening proficiency and to help them to the focus of the test. At the end of the semester, the same GEPT listening task was administered as a posttest. The research adopts both qualitative and quantitative data analyses. Qualitative analyses consist of (1) the subjects’ English learning background, (2) the English listening comprehension difficulties encountered by the subjects, and (3) students’ views on different test and task types. By using SPSS, the quantitative analyses incorporate (1) the difference of statistical values between the pretest and posttest, (2) the correlation between text types and proficiency performance on the posttest, and (3) the correlation between task types and proficiency performance on the posttest. The research has found out that in listening to authentic English broadcast, the major difficulties encountered by the subjects are speed and linkage. Nevertheless, after the ten-week systematic training, the high-achievers are found to have improved obviously in their posttest performance. Little by little the subjects, especially the high-achievers, are not only adapted to the speed and linkage in authentic speech but also used to longer utterance by native speakers. Furthermore, it is also found in the research that the task types have little effect on the subjects’ listening performance. However, from the analysis of the subjects’ feedback questionnaire, the research has found that high-proficiency students reveal that cloze test types are helpful for the training of listening comprehension, while the middle- and low-achievers prefer the multiple choices. It is suggested that in teaching English listening comprehension teachers should (1) start with requiring students to achieve the basic goals the teacher considers essential in comprehension certain types of tasks, (2) teach students to differentiate the features between English and Chinese as well as those between spoken English and written English, and (3) design diverged types of tasks for students to practice listening skills. It is hoped that this research would make some contribution to English listening comprehension teaching in senior high schools in Taiwan. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTS Page ACKNOWLEDGEMENTS…………………………………………………………iv TABLE OF CONTENTS……………………………………………………………vi LIST OF TABLES………………………………………………………………...….ix LIST OF FIGURES…………………………………………………………………...xi CHINESE ABSTRACT…………………………………………………………xii ENGLISH ABSTRACT……………………………………………………………..xiv CHAPTER 1. INTRODUCTION…….…………………………………………………………..1 1.1 Motivation………..……………………………………………………………1 1.2 Significance and Purpose of the Study………………………..……………….4 1.3 Research Questions…………………………………..………………………5 1.4 Organization of the Thesis…………………………………………………..6 2. LITERATURE REVIEW………………………………………………………...7 2.1 Studies on EFL Learners’ Difficulties in Listening Comprehension…………7 2.1.1 Fast Pace of Speech…………………………………...………….…8 2.1.2 Division of the Stream of Utterance……..……...……………………….9 2.1.3 Vocabulary……………………………………………………………...10 2.1.4 Limited Exposure to Spoken English…………………………………..11 2.2 Studies on Authenticity………………………………………………………12 2.2.1 Definition of Authenticity……………………………………………12 2.2.2 Authenticity of Materials………………………………………………13 2.2.3 Application of Authentic Texts in Listening Comprehension………….14 2.3 Studies on Testing Listening Comprehension………………………………15 2.4 Studies on Learner-Centered Curriculum and Autonomy…………………..16 2.4.1 Features of Learner-Centered Curriculum……………………………16 2.4.2 Guidelines for Autonomic Strategy Training………………………….18 Page 3. METHODOLOGY………..…………………………………………………….20 3.1 Subjects………………………………………………………………………20 3.1.1 Personal English Learning Experience…………………………………21 3.1.2 Sources in English Learning…………………………………………24 3.2 Instrumentation………………………………………………………..…….25 3.2.1 Listening Comprehension Quizzes……………………………………..25 3.2.2 Feedback Questionnaire………………...……………………………...26 3.3 Pilot Study……………………………………………………………………26 3.4 Materials……………………………………………………………………...27 3.4.1 Weather Forecast……………………………………………………….28 3.4.1.1 Texts: Selected Weather Forecast……………...…..….………..28 3.4.1.2 Tasks: Quizzes…………………………………………….….29 3.4.2 Radio Commercials……………………………………………………29 3.4.2.1 Texts: Selected Radio Commercials……………………………30 3.4.2.2 Tasks: Quizzes……………....………………….………………30 3.4.3 Special Topics…………………………………………………………..31 3.4.3.1 Texts: Selected Special Topics…………...…………………….31 3.4.3.2 Tasks: Quizzes..…………………….…………………………..32 3.4.4 Easy News………………….…………………………………………..32 3.4.4.1 Texts: Selected Easy News…………..…………………………33 3.4.4.2 Tasks: Quizzes…………………….………………………….33 3.5 Procedures……………………………………………………………………34 3.6 Data Processing and Methods of Analysis………...…………………………37 3.6.1 Methods of Statistical Analysis………….……………………………..37 3.6.2 Method of the Feedback Questionnaire Analysis………………………38 3.7 Summary……………………………………………………………………38 4. RESULTS AND DISCUSSIONS……………………………………………….39 4.1 Comparison of the Performance on the GEPT Pretest and Posttest………….40 4.2 Comparison of Different Text Types……...………………………...………..42 4.2.1 Comparison of Mean Scores for All Subjects………...………………..42 4.2.2 Pearson Correlation for All Subjects…………………………...………44 4.2.3 Comparison of Mean Scores with Proficiency Distribution…………...47 4.2.4 Pearson Correlation with Proficiency Distribution ……………….…...48 4.3 Comparison of Different Task Types……………………………………50 4.3.1 Comparison of Mean Scores for All Subjects………...………….…….50 4.3.2 Comparison of Mean Scores with Proficiency Distribution……...……52 4.3.3 Pearson Correlation with Proficiency Distribution…………………54 4.4 Analysis of Subjects’ Responses to the Feedback Questionnaire………..…..56 4.4.1 Views on Applying ICRT as Supplements for Listening...…………... .56 4.4.2 Views on the Design of Task Types……………………………………72 4.4.3 Responses of Open-Ended Question…………………………………75 4.5 Conclusion…………………………………………………………………..76 5. CONCLUSIONS AND SUGGESTIONS……………………..………………....78 5.1 Findings………………………………………………………………………78 5.2 Pedagogical Implications……………………………………………………80 5.2.1 Guidelines for Selecting Supplementary Listening Materials…………80 5.2.2 Guidelines for Authentic Listening Comprehension Instruction………81 5.3 Limitations and Suggestions for Further Studies……………………………83 6. APPENDICES …………………………………………………………………84 A. Local Weather Report (1)…………….……….…………………………….84 B. Local Weather Report (2)…………….…………....………………………..85 C. Global Weather Report…………...………………………………………..86 D. Commercial—Chunghua Telecom………………………………………..88 E. Commercial—McDonald’s………….………………………………………89 F. Special Topics—Guide to Study (1)………………………………………90 G. Special Topics—Guide to Study (2)(3)……………………………………..91 H. Special Topics—Artist of the Week……………………………………….95 I. Easy News (1)……………...………………………...……………………96 J. Easy News (2) …………………………………………………………….97 K. Feedback Questionnaire………………………………………………….99 REFERENCES ……………………………………………………………………101 LIST OF TABLES Page Table 3-1 The Distribution of Proficiency Level…………………………………..21 Table 3-2 Years of Learning English before Entering Senior High School………..22 Table 3-3 Experience of Learning English Abroad……………………………….….22 Table 3-4 Environment for English Learning before Senior High School…………...23 Table 3-5 Sources of Interest in English Learning…………………………………...24 Table 3-6 Sources of Indifference in English Learning……………………………25 Table 4-1 Means and Standard Deviations for the Performance on GEPT Pretest and Posttest…………………………………….……………..…….40 Table 4-2 Summary of One-Way ANOVA for the Difference of Means between GEPT Pretest and Posttest…………………………………………....…….41 Table 4-3 Means and Standard Deviations of All Subjects’ Performance on Different Texts……………………...……………………………………..43 Table 4-4 Summary of One-Way ANOVA on Different Text Types……………….44 Table 4-5 Correlation between Text Types and GEPT Posttest………………..…….45 Table 4-6 Means and Standard Deviations of the Three Proficiency Groups’ Scores in Different Text Types and GEPT Posttest………….....…47 Table 4-7 Pearson Correlation Coefficients between GEPT Posttest and Individual Text Types in the Three Proficiency Groups……………..…….49 Table 4-8 Means and Standard Deviations of All Subjects’ Performance on Different Task Types……...……...………………..………….……………50 Table 4-9 Summary of One-Way ANOVA on Different Task Types………………..51 Table 4-10 Means and Standard Deviations with Proficiency Distribution in Different Task Types and GEPT Posttest…………………………….….52 Table 4-11 Pearson Correlation between Task Types and GEPT Posttest with Proficiency Distribution……………………………………………….…54 Table 4-12 Result of Percentile Analysis with All Subjects (Item 1~5)……....…..…56 Table 4-13 Result of Percentile Analysis with All Subjects (Item 6~7)………......…63 Table 4-14 Result of Percentile Analysis with All Subjects (Item 8~9)……..…...…65 Table 4-15 Result of Percentile Analysis with All Subjects (Item 10~11)……….....68 Table 4-16 Percentile Analysis of the Subjects’ Responses to the Design of Task Types with Proficiency Distribution…………..………………..………...73 Table 4-17 Descriptions of Subjects’ Responses…………………………………….75 LIST OF FIGURES Page Figure 3.1 Procedure of Conducting the Study…………………………………….37 Figure 4.1 Breakdown Responses for Item 1 by Proficiency Levels………………...58 Figure 4.2 Breakdown Responses for Item 2 by Proficiency Levels………………...59 Figure 4.3 Breakdown Responses for Item 3 by Proficiency Levels………………...60 Figure 4.4 Breakdown Responses for Item 4 by Proficiency Levels………………...61 Figure 4.5 Breakdown Responses for Item 5 by Proficiency Levels………………...62 Figure 4.6 Breakdown Responses for Item 6 by Proficiency Levels………………...63 Figure 4.7 Breakdown Responses for Item 7 by Proficiency Levels………………...64 Figure 4.8 Breakdown Responses for Item 8 by Proficiency Levels………………...66 Figure 4.9 Breakdown Responses for Item 9 by Proficiency Levels………………...67 Figure 4.10 Breakdown Responses for Item 10 by Proficiency Levels……………...69 Figure 4.11 Breakdown Responses for Item 11 by Proficiency Levels……………...70 Figure 4.12 Breakdown Responses for Item 12 by Proficiency Levels……………...71 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0089951003 | en_US |
| dc.subject (關鍵詞) | 英語聽力 | zh_TW |
| dc.subject (關鍵詞) | 真實語料 | zh_TW |
| dc.subject (關鍵詞) | 聽力輔助教材 | zh_TW |
| dc.subject (關鍵詞) | Listening Comprehension | en_US |
| dc.subject (關鍵詞) | Authentic Materials | en_US |
| dc.subject (關鍵詞) | Listening Supplements | en_US |
| dc.title (題名) | A Case Study on the Effects of Applying Authentic Materials as Listening Comprehension Supplements for Senior High School Students | zh_TW |
| dc.title (題名) | 使用真實語料做為高中生英語聽力輔助教材成效之個案研究 | zh_TW |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | REFERENCES | zh_TW |
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