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題名 國中生英語聽力需求之分析研究：以一個台北市國中為個案
Assessment of English Listening Needs: A Case Study of Taipei Junior High School Students
作者 黃馨葳
Huang, Hsin Wei
貢獻者 余明忠
Yu, Ming Chung
黃馨葳
Huang, Hsin Wei
關鍵詞 英聽
English listening
日期 2006
上傳時間 17-Sep-2009 16:34:28 (UTC+8)
摘要 過去廿年來，有為數不少的研究致力於英聽的教、學、或者是測驗。這種現象也許代表著英聽在外語學習上日益重要，但這等程度的成長與品質提升，倘若與閱讀、寫作等其他語言技巧比較起來，仍有不足之感慨。
      有鑑於此，本研究以貢獻英聽相關研究為出發點，探討台北市國中生於英聽能力方面有何學習之需求。除了了解國中學生到底希望學習或增進哪些英聽能力，本研究亦試著探討這樣的需求是否與學生的性別或學生入國中前所已經習得的英聽能力有任何顯著關聯。研究方法採用問卷方式，內容依據Richards於1983年所提出的兩大項（會話方面與學術方面）共計51種（前者33種，後者18種）的英聽能力，針對台北ㄧ所國中全部的八年級生進行研究。受測對象對每項英聽能力的重要性給予評分（1~5分），所得結果再以T檢驗及ANOVA找出學生於英聽能力上到底有何需求或可能的影響因素。
      研究結果顯示：(1) 學術方面的英聽能力需求高於會話方面；(2)「能跟得上不同的授課方式：口說、聽、視聽」的需求度最高；(3) 最被認為重要的會話方面英聽能力則是「能辨別英語中音位相對但意思不同的音」；(4)「高」英聽能力群組的學生比「中」或「低」英聽能力群組的學生在不管會話方面還是學術方面都有較多需求；(5) 女學生在會話方面或學術方面也比男學生有較多需求。
Over the past two decades, a great deal of attention has been devoted to the teaching, learning, and testing of foreign language listening ability. This increased attention is due (at least in part) to the realization of the importance of listening in language learning (Rubin, 1994). While there is an increased research focusing on English listening, there is still much work that needs to be done.
     The present study, therefore, aimed at assessing the English listening needs of junior high school students in Taipei, investigating their English conversational and academic listening abilities. In addition, the study also examined the differences in listening needs between the students with different levels of English listening proficiency or with different genders. In this study, the questionnaire utilized was based on Richards’ (1983) proposition of the taxonomy of listening skills. It consisted of two major need types, including 51 listening abilities altogether—33 conversational listening abilities and 18 academic ones. The scale of importance and its frequency counting are the ways of measurement and comparison. As for the participants, 208 eighth-graders of all the classes from a junior high school in Taipei took part in this study, with 202 successfully completing the questionnaire form. Finally, t-tests and ANOVA were both used to analyze the quantitative data and to find out the possible patterns of the students’ thoughts in terms of the English listening needs.
     The study completed, the results first indicated that junior high school students had more needs for academic listening than for conversational one. The most important English listening need was the academic ability to follow different modes of lecturing: spoken, audio, audio-visual, whereas the most need for conversational listening abilities was being able to discriminate among the distinctive sounds of the target language. The results then demonstrated that students with high level of English listening proficiency had significantly more needs for both conversational and academic listening than either the ‘intermediate’ or the ‘low’ proficiency participants. Finally, it was discovered that female listeners, no matter for academic or conversational listening abilities, had more needs than males.
參考文獻 REFERENCES
Abraham, J. (1995). Divide and School: gender and class dynamics in comprehensive education. London: Falmer Press.
Acker, S. (1994). Gender Education. Buckingham: Open University Press.
Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, cognitive and affective response in foreign language listening. Modern Language Journal, 76, 160-77.
Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 169-190.
Bligh, D. A. (1971). What`s the Use of Lecturing? New York: Addison Wesley Longman.
Brooks, N. (1960) Language and Language Learning: Theory and Practice. New York: Harcourt, Brace & World.
Broughter, G. (1978) Teaching English as a foreign language. San Francisco: Jossey-Bass Publishers.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longman
Burnaby, B. (1989). Parameters for projects under the settlement language training program. Toronto, Ontario: Canada Federation.
Burley, A. M. (1982). Listening: The Forgotten Skill. New York: Wiley.
Chen, L. M. (2002). Washback of A Public Exam on English Teaching. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 472 167]
Cheng, H. Y. (1996). Teachers’ and students’ beliefs about foreign language learning: a case study. Proceedings of the 13th ROC TEFL, 185-194.
Chien, C. (1999). Improving teaching of listening skills in junior high school in Taiwan. Unpublished master’s thesis, University of Manchester, Manchester.
Devine, T. G. 1982. Listening skills schoolwide: Activities and programs. Urbana, IL: National Council of Teachers of English.
Eble, K. E. (1988). The Craft of Teaching. (2nd ed.). San Francisco: Jossey-Bass Publishers.
Ericksen, S. C. (1978). The Lecture. San Francisco: Jossey-Bass Publishers.
Ferris, D., & Tagg, T. (1996). Academic listening speaking tasks for ESL students: Problems, Suggestions, and Implications. TESOL Quarterly, 30(2), 297-317.
Feyten, C. M. (1991). The Power of Listening Ability: An Overlooked Dimension in Language Acquisition. The Modern Language Journal, 75:173-80.
Gurian, M., Henley, P., & Trueman, T. (2001). Boys and Girls Learn Differently! A guide for teachers and parents. San Francisco: Jossey-Bass Publishers.
Hirsch, R. O. (1986). On defining listening: synthesis and discussion. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 267 475]
Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Wenden and Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall.
Kaufman, R., & English F. W. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, New Jersey: Educational Technology Publications, Inc.
Kindergarten, Primary, and Secondary Education—Curriculum Development, 2006— Curriculum Development Q & A [Data file]. Hong Kong, PRC: National Bureau for Education and Manpower.
Laufer, B. (1986). Possible changes in attitudes towards vocabulary acquisition research. IRAL, 24(1), 69-75.
Lin, H. C. (2000). A Study of English Listening Comprehension Strategies Used by Senior High School Students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.
Lowman, J. (1984). Mastering the Techniques of Teaching. San Francisco: Jossey-Bass Publishers.
Lundsteen, Sara W. (1979). Listening: Its Impact at All Levels on Reading and Other Language Arts. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 169 537]
McKeachie, W. J. (1986). Teaching Tips. (8th ed.). Lexington, Mass.: Heath.
Meyer, R. (1984). “Listen, my children…and you shall hear…” Foreign Language Annals, 17, 343-344.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as second or foreign language (3rd ed., pp. 69-85). Boston: Heinle & Heinle Publishers.
Nunan, D. (1997). Listening in language learning. The Language Teacher, 23 (9), 47-51.
Osada, N. (2004). Listening Comprehension Research: A Brief Review of the Past Thirty Years. Dialogue, 3, 53-66.
Powers, D. E. (1986). Academic demands related to listening skills. Language Testing, 3, 1-38.
Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, 17, 219-240.
Richards, J. C. (1990). The Language Teaching Matrix. New York: Cambridge University Press.
Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9, 41-51.
Rubin, J. (1981). The study of cognitive processes in second language learning. Applied Linguistics, 11(2), 117-31.
Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78, 199-221.
Sass, E. J. (1989). Motivation in the College Classroom: What Students Tell Us. Teaching of Psychology, 16(2), 86-88.
Sy, B. M. (1996). Gender differences, perceptions on foreign language learning and language learning strategies. Paper from the Proceedings of the twelfth conference on English teaching and learning in the Republic of China (pp. 215-229). Taipei: The Crane Publishing.
Taguchi, N. (2005). Comprehending implied meaning in English as a foreign language. Unpublished dissertation, University of Carnegie Mellon, Pittsburgh.
Teng, H. C. (2000). Analysis of EFL Listening Needs by Taiwanese College Students. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 462 862]
Ur, P. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
Vandergrift, L. (2002). Developing Metacognition in L2 Listening Comprehension. Modern Language Review, 58:555-75.
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
Wipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Foreign Language Annals, 17:345-48.
Wolvin, A. D., & Coakley, C. G. (1979). Listening Instruction. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 170 827]
Wrigley, H., & Guth, G. (1992). Bringing literacy to life: Issues and options in adult ESL literacy. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 348 896]
Yao, C. K. (1995). Needs analysis of freshman English listening curriculum. Papers from the Twelfth Conference on English Teaching and Learning in the R. O. C. (pp. 80-96). Taipei: The Crane Publishers.
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
93951001
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951001
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 黃馨葳zh_TW
dc.contributor.author (Authors) Huang, Hsin Weien_US
dc.creator (作者) 黃馨葳zh_TW
dc.creator (作者) Huang, Hsin Weien_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-Sep-2009 16:34:28 (UTC+8)-
dc.date.available 17-Sep-2009 16:34:28 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:34:28 (UTC+8)-
dc.identifier (Other Identifiers) G0093951001en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33430-
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) 93951001zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 過去廿年來，有為數不少的研究致力於英聽的教、學、或者是測驗。這種現象也許代表著英聽在外語學習上日益重要，但這等程度的成長與品質提升，倘若與閱讀、寫作等其他語言技巧比較起來，仍有不足之感慨。
      有鑑於此，本研究以貢獻英聽相關研究為出發點，探討台北市國中生於英聽能力方面有何學習之需求。除了了解國中學生到底希望學習或增進哪些英聽能力，本研究亦試著探討這樣的需求是否與學生的性別或學生入國中前所已經習得的英聽能力有任何顯著關聯。研究方法採用問卷方式，內容依據Richards於1983年所提出的兩大項（會話方面與學術方面）共計51種（前者33種，後者18種）的英聽能力，針對台北ㄧ所國中全部的八年級生進行研究。受測對象對每項英聽能力的重要性給予評分（1~5分），所得結果再以T檢驗及ANOVA找出學生於英聽能力上到底有何需求或可能的影響因素。
      研究結果顯示：(1) 學術方面的英聽能力需求高於會話方面；(2)「能跟得上不同的授課方式：口說、聽、視聽」的需求度最高；(3) 最被認為重要的會話方面英聽能力則是「能辨別英語中音位相對但意思不同的音」；(4)「高」英聽能力群組的學生比「中」或「低」英聽能力群組的學生在不管會話方面還是學術方面都有較多需求；(5) 女學生在會話方面或學術方面也比男學生有較多需求。		zh_TW
dc.description.abstract (摘要) Over the past two decades, a great deal of attention has been devoted to the teaching, learning, and testing of foreign language listening ability. This increased attention is due (at least in part) to the realization of the importance of listening in language learning (Rubin, 1994). While there is an increased research focusing on English listening, there is still much work that needs to be done.
     The present study, therefore, aimed at assessing the English listening needs of junior high school students in Taipei, investigating their English conversational and academic listening abilities. In addition, the study also examined the differences in listening needs between the students with different levels of English listening proficiency or with different genders. In this study, the questionnaire utilized was based on Richards’ (1983) proposition of the taxonomy of listening skills. It consisted of two major need types, including 51 listening abilities altogether—33 conversational listening abilities and 18 academic ones. The scale of importance and its frequency counting are the ways of measurement and comparison. As for the participants, 208 eighth-graders of all the classes from a junior high school in Taipei took part in this study, with 202 successfully completing the questionnaire form. Finally, t-tests and ANOVA were both used to analyze the quantitative data and to find out the possible patterns of the students’ thoughts in terms of the English listening needs.
     The study completed, the results first indicated that junior high school students had more needs for academic listening than for conversational one. The most important English listening need was the academic ability to follow different modes of lecturing: spoken, audio, audio-visual, whereas the most need for conversational listening abilities was being able to discriminate among the distinctive sounds of the target language. The results then demonstrated that students with high level of English listening proficiency had significantly more needs for both conversational and academic listening than either the ‘intermediate’ or the ‘low’ proficiency participants. Finally, it was discovered that female listeners, no matter for academic or conversational listening abilities, had more needs than males.		en_US
dc.description.tableofcontents Chinese Abstract........................................................................................................vii
     English Abstract.........................................................................................................viii
     Chapter
      1. Introduction......................................................................................................1
      Motivation and Goal.....................................................................................1
      Purpose of Study..........................................................................................4
      Significance of study................................................................................... .6
      2. Literature Review.............................................................................................8
      Learner Needs...............................................................................................8
      Needs Assessments……………………..................................................... 10
      English Listening Needs……………..........................................................12
      English Listening Needs Assessment..........................................................19
      English Listening Needs Assessment by Junior High School Students…..20
      Research Questions………………………………………………..............22
      3. Methods...........................................................................................................24
      Participants………………………………………………………………..24
      Instruments………………………………………………………………..26
      Procedures…………………………………………………………………26
      Data Analysis……...…………………………………………....................29
      4. Results……………………..…………………………………………………30
      The Participants’ Conversational and Academic Listening Needs................30 Conversational Versus Academic…………………………………......30
      Conversational Listening Abilities………………………………….31
      Academic Listening Abilities……………………………………….35
      Conversational Plus Academic………………………………...........37
      Difference in Needs between Different Listening Proficiencies…............39
      High Versus Intermediate Versus Low………………………...........39
      High Listening Proficiency……………………………………….…41
      Intermediate Listening Proficiency………………………………….42
      Low Listening Proficiency…………………………………………..44
      Difference in Needs between Different Genders………………………….46
      Male Versus Female………………………………………………….46
      Male Participants…………………………………………………….50
      Female Participants……………………………………………..........52
      Summary……………………………………………………………..........53
      5. Discussions…………………….……….…………………………………….54
     English Listening Needs: Conversational & Academic Abilities……........54
     English Listening Needs: Different Listening Proficiency Levels.…..........58
     English Listening Needs: Different Genders……………….………...........61
      6. Conclusions……………………………..………………………………........63
     Pedagogical Implications…………..……………………….………..........63
     Limitations of the Study………………………………….……….............65
     Suggestions for Future Study……...……………………….………...........66
     References....................................................................................................................68 Appendixes…………………………………………………………………………..73
      A. Questionnaire (Chinese Version)....................................................................73
      B. Questionnaire (English Version).....................................................................78		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093951001en_US
dc.subject (關鍵詞) 英聽zh_TW
dc.subject (關鍵詞) English listeningen_US
dc.title (題名) 國中生英語聽力需求之分析研究：以一個台北市國中為個案zh_TW
dc.title (題名) Assessment of English Listening Needs: A Case Study of Taipei Junior High School Studentsen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCESzh_TW
dc.relation.reference (參考文獻) Abraham, J. (1995). Divide and School: gender and class dynamics in comprehensive education. London: Falmer Press.zh_TW
dc.relation.reference (參考文獻) Acker, S. (1994). Gender Education. Buckingham: Open University Press.zh_TW
dc.relation.reference (參考文獻) Bacon, S. M. (1992). The relationship between gender, comprehension, processing strategies, cognitive and affective response in foreign language listening. Modern Language Journal, 76, 160-77.zh_TW
dc.relation.reference (參考文獻) Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 169-190.zh_TW
dc.relation.reference (參考文獻) Bligh, D. A. (1971). What`s the Use of Lecturing? New York: Addison Wesley Longman.zh_TW
dc.relation.reference (參考文獻) Brooks, N. (1960) Language and Language Learning: Theory and Practice. New York: Harcourt, Brace & World.zh_TW
dc.relation.reference (參考文獻) Broughter, G. (1978) Teaching English as a foreign language. San Francisco: Jossey-Bass Publishers.zh_TW
dc.relation.reference (參考文獻) Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Addison Wesley Longmanzh_TW
dc.relation.reference (參考文獻) Burnaby, B. (1989). Parameters for projects under the settlement language training program. Toronto, Ontario: Canada Federation.zh_TW
dc.relation.reference (參考文獻) Burley, A. M. (1982). Listening: The Forgotten Skill. New York: Wiley.zh_TW
dc.relation.reference (參考文獻) Chen, L. M. (2002). Washback of A Public Exam on English Teaching. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 472 167]zh_TW
dc.relation.reference (參考文獻) Cheng, H. Y. (1996). Teachers’ and students’ beliefs about foreign language learning: a case study. Proceedings of the 13th ROC TEFL, 185-194.zh_TW
dc.relation.reference (參考文獻) Chien, C. (1999). Improving teaching of listening skills in junior high school in Taiwan. Unpublished master’s thesis, University of Manchester, Manchester.zh_TW
dc.relation.reference (參考文獻) Devine, T. G. 1982. Listening skills schoolwide: Activities and programs. Urbana, IL: National Council of Teachers of English.zh_TW
dc.relation.reference (參考文獻) Eble, K. E. (1988). The Craft of Teaching. (2nd ed.). San Francisco: Jossey-Bass Publishers.zh_TW
dc.relation.reference (參考文獻) Ericksen, S. C. (1978). The Lecture. San Francisco: Jossey-Bass Publishers.zh_TW
dc.relation.reference (參考文獻) Ferris, D., & Tagg, T. (1996). Academic listening speaking tasks for ESL students: Problems, Suggestions, and Implications. TESOL Quarterly, 30(2), 297-317.zh_TW
dc.relation.reference (參考文獻) Feyten, C. M. (1991). The Power of Listening Ability: An Overlooked Dimension in Language Acquisition. The Modern Language Journal, 75:173-80.zh_TW
dc.relation.reference (參考文獻) Gurian, M., Henley, P., & Trueman, T. (2001). Boys and Girls Learn Differently! A guide for teachers and parents. San Francisco: Jossey-Bass Publishers.zh_TW
dc.relation.reference (參考文獻) Hirsch, R. O. (1986). On defining listening: synthesis and discussion. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 267 475]zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1987). Surveying student beliefs about language learning. In Wenden and Rubin (Eds.), Learner strategies in language learning. Englewood Cliffs, NJ: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Kaufman, R., & English F. W. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, New Jersey: Educational Technology Publications, Inc.zh_TW
dc.relation.reference (參考文獻) Kindergarten, Primary, and Secondary Education—Curriculum Development, 2006— Curriculum Development Q & A [Data file]. Hong Kong, PRC: National Bureau for Education and Manpower.zh_TW
dc.relation.reference (參考文獻) Laufer, B. (1986). Possible changes in attitudes towards vocabulary acquisition research. IRAL, 24(1), 69-75.zh_TW
dc.relation.reference (參考文獻) Lin, H. C. (2000). A Study of English Listening Comprehension Strategies Used by Senior High School Students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Lowman, J. (1984). Mastering the Techniques of Teaching. San Francisco: Jossey-Bass Publishers.zh_TW
dc.relation.reference (參考文獻) Lundsteen, Sara W. (1979). Listening: Its Impact at All Levels on Reading and Other Language Arts. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. [ED 169 537]zh_TW
dc.relation.reference (參考文獻) McKeachie, W. J. (1986). Teaching Tips. (8th ed.). Lexington, Mass.: Heath.zh_TW
dc.relation.reference (參考文獻) Meyer, R. (1984). “Listen, my children…and you shall hear…” Foreign Language Annals, 17, 343-344.zh_TW
dc.relation.reference (參考文獻) Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as second or foreign language (3rd ed., pp. 69-85). Boston: Heinle & Heinle Publishers.zh_TW
dc.relation.reference (參考文獻) Nunan, D. (1997). Listening in language learning. The Language Teacher, 23 (9), 47-51.zh_TW
dc.relation.reference (參考文獻) Osada, N. (2004). Listening Comprehension Research: A Brief Review of the Past Thirty Years. Dialogue, 3, 53-66.zh_TW
dc.relation.reference (參考文獻) Powers, D. E. (1986). Academic demands related to listening skills. Language Testing, 3, 1-38.zh_TW
dc.relation.reference (參考文獻) Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, 17, 219-240.zh_TW
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