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題名 圖像輔助呈現時機對台灣國中生聽力之影響
The Effects of Pictures at Different Time Periods on the Listening Comprehension of Junior High School Students in Taiwan
作者 吳嘉容
Wu, Jia-rong
貢獻者 林啟一
Lin, Chi-yee
吳嘉容
Wu, Jia-rong
關鍵詞 圖像輔助
圖像式英語聽力理解測驗
圖片呈現之時
visual aids
listening comprehension test with picture format
pictures at different time periods
日期 2003
上傳時間 17-九月-2009 16:33:45 (UTC+8)
摘要 本研究旨在探討圖像輔助呈現時機對台灣國中生聽力的影響，而圖像輔助呈現時機則分為在聽力活動前與在聽力活動進行中。同時為了深入探究其效益，本研究更著重於其對高、中、低三個不同能力組別學生的影響。除此之外，並對於二份學生問卷的回答加以探討：
     （1）問卷一有關學生們先前學習英語的背景資料。
     （2）問卷一有關學生們在聽力過程中主要遭遇的問題，涵蓋聽力內容、聽者本身與外在因素等。
     （3）問卷二有關學生們對圖像式聽力測驗的反應與他們對實施聽力測驗時，圖片展示時間的看法。
      本研究以台中縣光正國中一個國三班級42位同學為對象，經過英語聽力能力測驗後，他們被分為高中低三組。實驗前，學生們先填寫第一份問卷。隨後，三組學生一起接受兩種實驗: (1)邊聽邊看圖片; (2)先展示圖片再聽。在完成所有實驗後，隨即填寫第二份問卷。本研究主要結果如下：
     （1）大多數的受試者已學習英語3年以上，卻對自己的聽力缺乏信心。此現象乃肇因於學生們有限的練習時間。也因此，他們大多不贊成將來升高中大考有聽力測驗的項目。另外，眾多的學生表達了希望獲得老師在聽力方面指導的強烈需求。
      （2）聽力能力愈差的學生，遇到更多的聽力問題，尤其在聽力內容與聽者本身方面問題為最。
      （3）以整體學生的聽力表現而言，聽前呈現圖片對學生的幫助比邊聽邊呈現圖片的效果來的顯著。
      （4）以各個組別學生的聽力表現而言，聽前呈現圖片最能彌補中低程度學生聽力的不足。
      （5）超過半數以上的學生表達較喜愛圖像式的英語聽力測驗，尤其是圖像呈現在正式的聽力活動之前為最。
      根據研究的結果，聽前呈現圖像輔助對不同程度的學生均有助益，尤其對中低程度者聽力理解的幫助更為顯著。因此，本論文呼籲，國中英語老師可在實施英語聽力測驗時，多善用圖像輔助以引發學生的學習動機並藉由聽前呈現圖片技巧來提昇學生們的英語聽力理解。
The purpose of the present study is to explore the effects of pictures as cues supplied at different time periods, the picture before listening comprehension test (BLCT) and during listening comprehension test (DLCT). More specific, it is focused on the comparisons of the effects of BLCT and DLCT on the high, middle and low proficiency groups. Also probed are students’responses to two questionnaires on the following issues.
     (1) The subjects’ previous English learning background as shown in Questionnaire One;
     (2) The main listening problems the subjects encounter in the process of listening, including the oral text, the listener and external aspects;
     (3) The subjects reactions to the listening comprehension with the picture format and their preference for the timing of picture-giving.
      The subjects of this study are 42 students of nine-grade junior high school students in Kuang-cheng Junior High School in Taichung County. They are divided into three proficiency groups—the high proficiency group (HPG), the intermediate proficiency group (MPG) and the low proficiency group (LPG) according to the scores of the listening comprehension test in the subjects’ second mid-term examination. At the beginning of the overall experiment, they are demanded to finish Questionnaire One. After that, they are assigned to take two listening comprehension tests: a listening comprehension test with a picture before listening and during listening. After receiving the two treatments, the subjects are asked to complete Questionnaire Two to reveal their attitudes toward the listening comprehension tests with visual cues.
      The major findings of the present study are summarized as follows:
     (1) Although most of the subjects have learned English for more than three years, they do not establish much confidence in their own listening ability due to the limited time of practice in listening. Many of them do not support the idea of incorporating the listening comprehension test into the future high school entrance exam. However, they express their eagerness for obtaining the teacher’s guidance in listening.
     (2) The worse the listeners achieve, the more listening difficulties they would come across, especially in the oral text and the listener himself/herself.
     (3) BLCT is more effective than DLCT. This can be proved by the mean scores and standard deviation of BLCT and DLCT respectively.
     (4) As the three different proficiency groups are taken into consideration, BLCT lends itself to the low proficiency groups (LPG) and the intermediate proficiency groups (MPG).
     (5) Most of the subjects prefer the listening comprehension test with the picture format, particularly the visual cue before the listening activity.
      Based on the results of the study, the picture before listening benefits all of the three proficiency groups, especially the lower achievers. The researcher suggests that English teachers in junior high school try to make good use of visual cues in constructing listening comprehension tests to arouse students’ motivation and thus improve students’ listening comprehension.
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
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資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090951016
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (作者) 吳嘉容zh_TW
dc.contributor.author (作者) Wu, Jia-rongen_US
dc.creator (作者) 吳嘉容zh_TW
dc.creator (作者) Wu, Jia-rongen_US
dc.date (日期) 2003en_US
dc.date.accessioned 17-九月-2009 16:33:45 (UTC+8)-
dc.date.available 17-九月-2009 16:33:45 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:33:45 (UTC+8)-
dc.identifier (其他 識別碼) G0090951016en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33425-
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) 90951016zh_TW
dc.description (描述) 92zh_TW
dc.description.abstract (摘要) 本研究旨在探討圖像輔助呈現時機對台灣國中生聽力的影響，而圖像輔助呈現時機則分為在聽力活動前與在聽力活動進行中。同時為了深入探究其效益，本研究更著重於其對高、中、低三個不同能力組別學生的影響。除此之外，並對於二份學生問卷的回答加以探討：
     （1）問卷一有關學生們先前學習英語的背景資料。
     （2）問卷一有關學生們在聽力過程中主要遭遇的問題，涵蓋聽力內容、聽者本身與外在因素等。
     （3）問卷二有關學生們對圖像式聽力測驗的反應與他們對實施聽力測驗時，圖片展示時間的看法。
      本研究以台中縣光正國中一個國三班級42位同學為對象，經過英語聽力能力測驗後，他們被分為高中低三組。實驗前，學生們先填寫第一份問卷。隨後，三組學生一起接受兩種實驗: (1)邊聽邊看圖片; (2)先展示圖片再聽。在完成所有實驗後，隨即填寫第二份問卷。本研究主要結果如下：
     （1）大多數的受試者已學習英語3年以上，卻對自己的聽力缺乏信心。此現象乃肇因於學生們有限的練習時間。也因此，他們大多不贊成將來升高中大考有聽力測驗的項目。另外，眾多的學生表達了希望獲得老師在聽力方面指導的強烈需求。
      （2）聽力能力愈差的學生，遇到更多的聽力問題，尤其在聽力內容與聽者本身方面問題為最。
      （3）以整體學生的聽力表現而言，聽前呈現圖片對學生的幫助比邊聽邊呈現圖片的效果來的顯著。
      （4）以各個組別學生的聽力表現而言，聽前呈現圖片最能彌補中低程度學生聽力的不足。
      （5）超過半數以上的學生表達較喜愛圖像式的英語聽力測驗，尤其是圖像呈現在正式的聽力活動之前為最。
      根據研究的結果，聽前呈現圖像輔助對不同程度的學生均有助益，尤其對中低程度者聽力理解的幫助更為顯著。因此，本論文呼籲，國中英語老師可在實施英語聽力測驗時，多善用圖像輔助以引發學生的學習動機並藉由聽前呈現圖片技巧來提昇學生們的英語聽力理解。		zh_TW
dc.description.abstract (摘要) The purpose of the present study is to explore the effects of pictures as cues supplied at different time periods, the picture before listening comprehension test (BLCT) and during listening comprehension test (DLCT). More specific, it is focused on the comparisons of the effects of BLCT and DLCT on the high, middle and low proficiency groups. Also probed are students’responses to two questionnaires on the following issues.
     (1) The subjects’ previous English learning background as shown in Questionnaire One;
     (2) The main listening problems the subjects encounter in the process of listening, including the oral text, the listener and external aspects;
     (3) The subjects reactions to the listening comprehension with the picture format and their preference for the timing of picture-giving.
      The subjects of this study are 42 students of nine-grade junior high school students in Kuang-cheng Junior High School in Taichung County. They are divided into three proficiency groups—the high proficiency group (HPG), the intermediate proficiency group (MPG) and the low proficiency group (LPG) according to the scores of the listening comprehension test in the subjects’ second mid-term examination. At the beginning of the overall experiment, they are demanded to finish Questionnaire One. After that, they are assigned to take two listening comprehension tests: a listening comprehension test with a picture before listening and during listening. After receiving the two treatments, the subjects are asked to complete Questionnaire Two to reveal their attitudes toward the listening comprehension tests with visual cues.
      The major findings of the present study are summarized as follows:
     (1) Although most of the subjects have learned English for more than three years, they do not establish much confidence in their own listening ability due to the limited time of practice in listening. Many of them do not support the idea of incorporating the listening comprehension test into the future high school entrance exam. However, they express their eagerness for obtaining the teacher’s guidance in listening.
     (2) The worse the listeners achieve, the more listening difficulties they would come across, especially in the oral text and the listener himself/herself.
     (3) BLCT is more effective than DLCT. This can be proved by the mean scores and standard deviation of BLCT and DLCT respectively.
     (4) As the three different proficiency groups are taken into consideration, BLCT lends itself to the low proficiency groups (LPG) and the intermediate proficiency groups (MPG).
     (5) Most of the subjects prefer the listening comprehension test with the picture format, particularly the visual cue before the listening activity.
      Based on the results of the study, the picture before listening benefits all of the three proficiency groups, especially the lower achievers. The researcher suggests that English teachers in junior high school try to make good use of visual cues in constructing listening comprehension tests to arouse students’ motivation and thus improve students’ listening comprehension.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS.....................iii
     TABLE OF CONTENTS....................iv
     LIST OF TABLES.......................viii
     LIST OF FIGURES......................x
     CHINESE ABSTRUCT.....................xi
     ENGLISH ABSTRUCT.....................xiii
     CHAPTER
     1. INTRODUCTION......................1
     1.1 Motivation.......................1
     1.2 Purpose of the Study.............6
     1.3 Significance of the Study........6
     1.4 Research Questions of the Study..7
     2. LITERATURE REVIEW
     2.1 The Importance of Listening in
      Language Learning................10
     2.2 Nature of Listening..............13
     2.3 The Difficulties in Listening
      Comprehension....................16
     2.3.1 Factors Affecting Listening
      Comprehension....................17
     2.3.1.1 Speaker Factors..............17
     2.3.1.1.1 Speech Rate................18
     2.3.1.1.2 Accent.....................19
     2.3.1.1.3 Pause......................19
     2.3.1.1.4 Intonation.................20
     2.3.1.1.5 Redundancy.................20
     2.3.1.2 Oral Text Factors............21
     2.3.1.2.1 Complexity of the Lexis and
      Syntax.....................22
     2.3.1.2.2 Topic Familiarity..........22
     2.3.1.2.3 Discourse Signals..........22
     2.3.1.2.4 Word Familiarity...........23
     2.3.1.2.5 Level of Difficulty........23
     2.3.1.3 Listener Factors.............23
     2.3.1.3.1 Background Knowledge.......24
     2.3.1.3.1.1 Schema-Theoretic
      Perspectives on
      comprehension............25
     2.3.1.3.1.1.1 Definitions of Schema..25
     2.3.1.3.1.1.2 Functions of Schemata
      in Comprehension.......27
     2.3.1.3.2 Motivation.................32
     2.3.1.3.3 Attention..................33
     2.3.1.3.4 Anxiety....................34
     2.4 Visual Aids in Listening
      Comprehension....................35
     2.4.1 The Advantages of Picture
      Format in Listening
      Comprehension..................35
     2.4.2 The Principles of Using Visual
      Aids...........................39
     2.4.3 The Advantages of Visual-Before
      Treatment in Listening
      Comprehension..................40
     3. METHODOLOGY.......................42
     3.1 Subjects.........................42
     3.2 Instruments......................44
     3.2.1 Questionnaires.................44
     3.2.2 Listening Comprehension
      Tests..........................45
     3.2.2.1 Oral Texts...................45
     3.2.2.2 Visual Aids..................46
     3.2.2.3 Listening Comprehension
      Questions....................47
     3.3 The Pilot Study..................48
     3.4 Procedures.......................49
     3.5 Data Analysis....................52
     4. RESULTS AND DISSCUSSION...........54
     4.1 Subjects’Former Listening
      Experience.......................54
     4.1.1 Subjects’ Learning English
      Background.....................54
     4.1.2 Subjects’ Listening Time......56
     4.1.3 Subjects’ Language Competence
      in the Four Language Skills....57
     4.1.4 Subjects’Listening Strategies.58
     4.1.5 Subjects’Replies to Listening
      Guidance.......................60
     4.1.6 Subjects’ Responses to the
      English Listening Comprehension
      Test Being Incorporated into
      the Joint High School Entrance
      Exam..........................62
     4.2 Dominant Listening Comprehension
      Difficulties of Various
      Proficiency Groups..............63
     4.2.1 Listening Comprehension
      Problems in Oral Texts........63
     4.2.2 Listening Comprehension
      Problems in Listeners.........67
     4.2.3 Listening Comprehension
      Problems in External Factors..69
     4.3 Effects of Picture Format During
      Listening Comprehension Test and
      Before Listening Comprehension
      Test on the Subjects............71
     4.4 Comparisons of the Effects of
      Two Strategies on the Subjects
      at Different Proficiency Levels.73
     4.5 Subjects’ Responses to the
      Listening Comprehension with
      Picture Format..................75
     4.5.1 Subjects’ Responses to the
      Visual Aids.....................76
     4.5.2 Subjects’ Responses to the
      Visual Aids at different Time
      Periods.......................79
     5. CONCLUSIONS......................81
     5.1 Summary of the Findings.........81
     5.2 Pedagogical Implications........83
     5.3 Suggestions for Future Research.85
     APPENDIX A Division of English
     Proficiency Groups..................86
     APPENDIX B Questionnaire One.......90
     APPENDIX C Questionnaire Two.......93
     APPENDIX D Listening Comprehension
     Tests...............................95
     REFERENCES..........................103		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/#G0090951016en_US
dc.subject (關鍵詞) 圖像輔助zh_TW
dc.subject (關鍵詞) 圖像式英語聽力理解測驗zh_TW
dc.subject (關鍵詞) 圖片呈現之時zh_TW
dc.subject (關鍵詞) visual aidsen_US
dc.subject (關鍵詞) listening comprehension test with picture formaten_US
dc.subject (關鍵詞) pictures at different time periodsen_US
dc.title (題名) 圖像輔助呈現時機對台灣國中生聽力之影響zh_TW
dc.title (題名) The Effects of Pictures at Different Time Periods on the Listening Comprehension of Junior High School Students in Taiwanen_US
dc.type (資料類型) thesisen
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