1. NCCU Academic Hub
  2. 學術產出
  3. 外國語文學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 The Effect of Different Approaches to Repetition Strategy Instruction on the Listening Comprehension of Junior High School Students in Taiwan
作者 馬玉玫
貢獻者 陳振寬
馬玉玫
關鍵詞 listeninhg comprehension
repetition strategy
learning strategy
日期 2004
上傳時間 18-九月-2009 16:42:10 (UTC+8)
摘要 本研究旨在探討不同方式的複誦教學對台灣國中生聽力理解、 聽的字彙、了解自己說的英語和英語之間的差異及自發性的練習聽和說四方面之影響。本研究結果希望對英文老師在複誦教學上有所啟示和幫助。
      台北市某國中二年級兩班共64位學生參與這項研究,他們被分為實驗組和控制組。學期初,受試者接受全民英檢初級聽力前測,依據該成績, 分成實驗組和控制組兩組群,該兩組群又細分為高中低三組群。受試者在接受全民英檢初級聽力前測後,施以不同之複誦教學。實驗組之教學方式為讓學生先聽一段文章或一段對話,第二次則聽完句子再跟著複誦所聽到的句子,第三次則看著聽力稿再複誦一次並從中了解自己所複誦的句子或片語和所聽到的有何不同。控制組之教學方式為傳統的複誦教學;方式為讓學生先看著聽力稿聽一段文章或一段對話,第二次則聽完再跟著聽力稿複誦,第三次則亦看著聽力稿再複誦一次, 並從中了解自己所複誦的句子或片語和所聽到的有何不同。16週之後,他們接受聽力後測。除接受後測外,實驗組還接受問卷調查和訪談。
      實驗結果顯示實驗組的聽力方面之進步大於控制組。其中實驗組平均數差異檢定以達到顯著水準(t=2.666, p=.010);實驗組三組中,以中組群及低組群進步最多,平均數差異檢定以達到顯著水準(中組群t=3.318, p=.003; 低組群t=.283, p=.016)。此外從問卷調查和訪談得知:實驗組大部份的學生對此教學法皆持肯定的態度。且中組群及高組群對聽的字彙、了解自己說的英語和英語之間的差異及皆持正面的看法。低分組則較希望老師能適時的說明及指導。但在自發性的練習聽和說的能力只有高組群持正面的看法。本文根據研究結果,提出英語教學上之運用以及未來研究之建議。
The purpose of the study is to examine the effect of different approaches to “listen and repeat” strategy teaching on listening comprehension of junior high school students in Taiwan. “Listen and repeat” activity is often practiced in English class; however, its skill and training are often neglected by most English teachers and thus less studied. In this study, an experiment is conducted to examine the effect that different procedures of repetition strategy instruction have on listening comprehension, on the awareness of the gap between students’ output and the aural input, on “sound-to-script” vocabulary, and on students’ automaticity in listening and speaking.
      Sixty-four students, taught by the researcher, from two classes of 8th grade at a junior high school in Taipei City, participate in this study. They are divided into the experimental group and the control group. At the beginning of the semester, the researcher gives the two classes an English listening comprehension test at the GEPT elementary level. According to their scores in the test, the subjects are further divided into high, middle, and low proficiency levels. Then, the experimental and the control groups are taught in different methods. The control group is taught to "listen and repeat" with the listening scripts; the experimental group is taught to “listen and repeat” after the aural stimuli only and later to check the listening scripts to see if there is any gap between the listening input and their oral output and if there is any gap between their listening vocabulary and the written vocabulary.After 16 weeks, all of the subjects take a listening comprehension posttest. In addition to the listening comprehension test, the experimental group is also asked to fill in a questionnaire. Later, some interviews are conducted.
      The results show that “listen and repeat” after the aural stimuli indeed enhances the subjects’ listening comprehension ability. The experimental group significantly outperforms the control group (t=2.666, p=.010). Besides, in terms of proficiency levels, the experimental middle and low subgroups significantly outperform those of the control group (experimental middle subgroup: t=3.318, p=.003; experimental low subgroup: t=.283, p=.016).
      Moreover, the questionnaire and interview results show that most of the students like this way of “listen and repeat” practice though it is cognitively demanding and challenging. Furthermore, experimental middle and high subgroups benefit more from the strategy. They can better notice the gap between their output and the aural input and have better correspondence between their listening vocabulary and the written vocabulary. But the strategy facilitates only high proficiency students’ automaticity in listening and speaking. The low subgroup, on the other hand, needs teachers’ instructions and feedback more.
     Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study
參考文獻 Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, Vol. 18. No.1, March.
Adachi, K. (1997). Shadowing. Japan Forum Vol. 35. No1, January-March
http://exchange.state.gov.forum/vols/vol35/no1/p46.htm
Anderson-Hsieh, J. (1990). Teaching suprasegmentals to international teaching assistants using field-specific materials. English for Specific Purposes, 9, 195-214.
Anderson-Hsieh, J. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42(4), 529-555.
Anderson, J. R. (1983). The architecture of cognition. Cambridge, Mass: Harvard University Press.
Anderson, J. R. (1990). Cognitive Psychology and its Implications. (3rd Ed.) New York: W.H. Freeman.
Bachman, L. F. & Palmer, A. S. (2004). Language Testing in Pracitce. Oxford: Oxford University Press
Bai, H. B. (1994). The Teaching and Learning of English Stress and Intonation in Taiwan Junior High School. Unpublished Thesis. Department of English:
National Cheng-Chi University.
Baltra, A. (1986). Computer assisted language learning: What is it all about? Paper presented at a conference at the University of California, Irvine.
http://iteslj.org/Techniques/Kinoshita-Strategy.html
Koren, S. (1995). Foreign language pronunciation testing: a new approach. System, 23, 387-400.
Krashen, S. D. (1980). The input hypothesis. The Georgetown University Round Table on languages and Linguistics, James E. Alatis(Ed.) 168-180. Washington, D.C. Georgetown University Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
Krashen, S. D. (1987). Applications of psychological research to the classroom. In M. H. Long, & J. C. Richards (Eds.) Methodology in TESOL: A book of reading (pp. 33-44). Boston, Mass.: Heinle & Heinle Publishers.
Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth ROC TEFL(pp.193-214).Taipei: The Crane Publishing Co.,Ltd.
Lee, H. M. (2001). The Role of Practice in Successful EFL Listening Achievement for Taiwanese University English Majors. Unpublished doctoral dissertation, University of Texas, Austin.
Lee, R., McCune, L., & Patton, L.(1970). Physiological responses to different modes of feedback in pronunciation testing. TESOL Quarterly 4,117-122.
Lenneberg, E. H. (1962). Understanding language without ability to speak: A case report. Journal of Abcdrmal and Social Psychology, 65 (5), 419-25.
Milheim, W. (1996). Interactivity and computer-based instruction. Journal of Eductional Technology Systems, 24(3), 225-233.
Thompson, I. (1995). Assessment of second/foreign language comprehension. In D.J. Mendelson & J. Rubins (Eds.). A Guild for the teaching of second language listening(pp.31-58). San Diego, CA: Dominie Press.
Li, J. I. (2000). What does pronunciation have to do with listening? Papers from Proceedings of the Seventh Conference on English Teaching and Learning in the Republic of China Taipei: Crane
Lin, Y. L. (2003). Repetition as a Means of Measuring EFL Listening Comprehension.
Department of English: National Kaohsiung Normal University.
Lo, W. L. (2004). The Effect of Lexical Inferencing in Vocabulary Learning and Reading Comprehension. A master thesis submitted to Department of English, National Chengchi University, Taiwan.
Long, D. R. (1989). Second language listening comprehension: a schema-theoretic perspective. Modern Language Journal, 73(1), 32-40
Long, M. H. (1983a). Does Second Language Instruction Make a Difference? A Review of Research. TESOL Quarterly, 17(3), 359-382.
Long, M. H. (1983b). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics,4(2),126-141.
Loschky, L. (1994). Comprehensible input and second language acquisition: What is the relationship. Studies in Second Language Acquistion,16,303-323.
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal,75(2), 196-204.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information, Psychological review, 63, 81-97.
Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.
Barak, R. (1997). The Case for Explicit, Teacher-led, Cognitive Instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. March 24-28.
Moore, M. & Kearsley, G. (1996). Distance education: A system view. Balmont,CA:Wadsworth Publishing Company.
http://ouln.org/deguide
Morley, J. (2005). Current perspectives on improving aural comprehension. ESL Magazine. www.eslmag.com
Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, 335-340.
Murphy, T. (1995). Conversational Shadowing. Proceedings of the 16th Conference on Second Language Research in Japan. Niigata: International University of Japan.
Myikos, M., & Oxford, R. (1993). A Factor Analytic Study of Language-learning stategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.
Nunan, D., & Miller, L. (1995). New way in teaching listening. Alexandria, VA:TESOL.
Oller, J. W. (1989). Language Tests at School: A Pragmatic Approach . Longman, London.
Olson, D. R. (1977). From Utterance to Text: The Bias of Language in Speech and Writing. Harvard Educational Review, 47, 257-280
Tomlin, R. & Villa,V. (1994). Attention in Cognitive Science and Second Language Acquisition. Studies in Second Language Acquisition, 16, 183-203.
O’Malley, J. M. (1987). The effects of training in the use of learning strategies. In Wenden, A., and Rubin, J (Eds.), Learner Strategies in Language Learning. Great Britain: Prentice Hall.
Basil, M. D. (1992). Attention to and memory for audio and video information in television scenes. ERIC Document Reproductive Service. ED 347 592.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Applied Linguistics Series. New York: Cambridge University Press.
O’Malley, J. M., & Chamot, A. U. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA. USA: Addison-Wesley Publishing Company Inc.
O’Malley, J. M., & Chamot, A. U. (1995). Language Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo. R. P., & Kupper, L. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), pp.557-584.
Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.
Tseng, J. L. (2003). Oral Reading and Silent Reading—The Effects on Taiwanese EFL Senior High School Students’ Comprehension. A master thesis submitted to Department of English, National Normal University, Taiwan.
Oxford, R. L. (1992). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal Winter, 18-22.
Oxford, R., Crookall, D. (1989). Research on language learning strategies: method, findings, and instructional issues. The Modern Language Journal, 73, 403-419.
Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 34-35.
Oxford, R., & Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3),197-216.
Oxford, R. L., & Nyikos, M. (1993). A factor analytic study of language-learning strategy use: Interpretation from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.
Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics,13, 175-187.
Oxford, R., Lavine, R. Z., & Crookall, D." (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annuals 22, 29-39.
Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211-221.
Pennington, M. C. (1996). Phonology in English Language Teaching: An International Approach. Longman, London.
Pica, T. (1994). Resaerch on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language learning, 44, 493-527.
Underwood, M. (1989). Teaching listening. London: Longman.
Prator, C. (1991). Corner stones of method and names for the profession. In Celce-Murcia(Ed) Teaching English, Helinle & Helinle, 11-22.
Pressley, M., Levin, J. R.& Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. Journal of Verbal Learning Behavior, 23, 270-288.
Prokop, M. (1989). Learning strategies for second language users: An analytical approach with case studies. Lewiston, NY: The Edwin Mellen Press.
Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. (p.p.100-118). In Strategies in Interlanguage Communication, (Eds.) C. Ferch and G. Kasper. Longmans.
Qian, D. (1996). ESL vocabulary acquisition: Contextualization and decontextualization. The Canadian Modern Language Review, 53(1), 120-142.
Ramirez, J. (1994). Adults learning literacy: The role of private speech in reading comprehension. pp.305-330. In. V. John-Steiner, C. Panovsky & L. W. Smith, (Eds.) Socialcultural approaches to language and literacy: An interactionist perspective.
Reid, J., (1987). The teaching style preferences of ESL students. TESOL Quarterly, 21, 87-111.
Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, Vol.17, No.2, 219-214.
Rivers, W. M. (1968). Teaching foreign-language skills. Chicago: University of Chiago Press.
Rivers, W. M. (1996). Listening comprehension. The Modern Language Journal, 50, 196-204.
Vigil, N. A. & Oller, J. W. (1976). Rule fossilization: a tentative model. Language Learning 26, (2), 281-295.
Rixon, S. (1990). Developing Listening Skills. London: Macmillan Publishers Ltd.
Robinson, P. (1995). Attention, memory and noticing hypothesis. Language Learning 45(2), 283-331.
Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Express.
Rost, M. (1990). Listening in language learning. New York: Longman Group UK Limited.
Breen, M. P. (1985). Authenticity in the Language Classroom. Applied Linguistics, 6(1), 60-70.
Rounds, P. L. (1992). Reading aloud. TESOL Quarterly, 26(4), 787-790.
Rubin, J. (1975). What the “Good Language Learner” Can Teach Us. TESOL Quarterly Vol. 9, No. 1, 41-51
Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history, and typology. In A. Wenden & J. Rubin (Eds.) Learning Strategies in Language Learning(pp.15-30). Englewood Cliff, NJ: Prentice Hall International.
Rubin, J., & Thompson, I. (1982). How to Be a More Successful Language Learner. Boston: Heinle & Heinle.
Rubin, J. (1994). A Review of second language listening comprehension research. Modern Language Journal, 78(2), 99-126.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Rubin, J. (1995).The contribution of video to the development of competence in listening. In D. Mendelsohn and J, Rubin (Eds.). A guide for the teaching of second language listening.(pp.151-65). San Diego, CA: Dominie Press.
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11,129-158.
Schmidt, R. (1990). Attention. In Robinson P. (Eds.) Cognition and Second Language Instruction .pp.3-32. Cambridge: Cambridge University Express.
Schmidt, R. (1995). Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness. In R. Schmidt(Eds.) Attention and Awareness in foreign language teaching and learning(Technical Report No.9)(pp.1-64).
Schmeck, R. R. (1988). Individual differences and learning strategies. In C.E. Weinstein, E.T. Goetz, & P. A. Alexander (Eds.) Learning and Strategies: Issues in assessment instruction, and evaluation (pp.171-191).
Brown, H. D. (1970). English relativization and sentence comprehension in child language. Unpublished doctoral dissertation, University of California, Los Angeles.
http://education.gsu.edu/ctl/FLC/Foundations/Overview.pdf
Schwartz, A. M. (1998). Listening in a foreign language. (ERIC Document Reproduction Service No. ED 433 723)
Selinker, L., (1972). Interlanguage. International review of applied linguistics. 10(3), 209-231.
Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing:II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.
Wang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy used by Taiwanese EFL senior high school students—a case study. MA. Thesis, National Changhua Normal University, Taiwan.
Shook, D. J. (1999). What Foreign Language Reading Recalls Reveal About the input-to-intake phenomenon. Applied Language Learning, Vol. 10, Nos 1& 2,
39-76.
Skehan, P. (1988). A cognitive approach to language learning. Oxford: Oxford University Press.
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
Skehan, P., & Foster, P. (2001). Cognition and Tasks. In Robinson P.(Ed.), Cognition and Second Instruction (pp.183-205). Cambridge: Cambridge University Press.
Smith, N.V. (1973). The acquisition of phonology: A case study. Cambridge: Cambridge University Press.
Brown, H. D. (1990). Listening to spoken English.(2nd ed.). New York: Longman.
Snow. B. G. & Perkins. K. (1979). The Teaching of Listening Comprehension and Communciation Activities. TESOL Quarterly Vol .13, No.1 March.
Spolsky, B., Sigurd, B., Sato, M., Walker, E. & Arterburn, C. (1968). Preminary studies in the development of techniques for testing overall second language proficiency. Language Learning, Special Issue 3, 79-101.
Stern, H. H. (1992). Issues and opinions in language teaching. English: Oxford.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M.C. Wittrock(Eds.), Handbook of Research on Teaching(3rd.,pp.315-327). New York: Macmillan.
Stevick, E. W. (1996). Memory, meaning & method-a view of language teaching. Boston: Heinle & Heinle Publishers.
Stroller, F. (1988). Films and videotapes in the ESL/EFL classroom. ERIC Document Reproductive Service. ED 299 835.
Swain, M. (1995).Three functions of output in second language learning. In G. Cook and G. Seidhofer (Eds.) Principles and practices in applied linguistics: studies in honor of H.G. Widdowson (pp.125-44). Oxford: Oxford University Press.
Swain, M., & Lapkins, S. (1995). Problems in output and cognitive processes they generate. A step towards second language learning. Applied linguistics ,16, 371-391.
Taimai, K. (1997). Shadowing as a powerful listening tool: Why does it work? A presentation given in March to the Hiroshima branch of JALT reported on The Language Teacher 21, (5), 72.
Tannen, D. (1989). Talking voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge University Press.
Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. Proceedings of the Sixth International Symposium on English Teaching. Taipei: Crane.
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Second Edition: White Plains, NY: Longman, Forthcoming.
Teng, H. Y. (2002). Chinese students’ performance in the pronunciation of English tense and lax vowels. MA. Thesis, National Taiwan Normal University.
Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.).
Lynch, T. (1998). Theoretical perspective on listening. Annual Review of Applied Linguistics., 18, 3-19.
Wenden, A. (1987a). Incorporating learner training in the classroom. In A.Wenden and J. Rubin.(Eds).Learner strategies in language learning(pp.159-68). N.J.: Prentice Hall.
Wenden, A. (1987b). Conceptual background and utility. In A. Wenden. & J. Rubin(Eds.), Learner strategies in language learning(pp.3-14). London Prentice-Hall.
Wickens, C. (1984). Processing resources in attention. In R. Parasuraman and D. R. Davies (Eds.), Varieties of attention(pp.63-102). New York: Academic Press.
Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge University Press.
Yang, N. D. (1993). Beliefs about language learning and learning strategy use: A study of College Students of English in Taiwan. Proceedings of the Tenth ROC TEFL (pp.193-214). Taipei: The Crane Publishing Co., Ltd.
Yang, N. D. (1995). Effective awareness-raising in language learning strategy training. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA.(ERIC Document Reproduction Services No. ED 392 278)
Yang, N.D. (1996). Teaching students how to learn: A language learning project. Proceedings of the Thirteenth ROC TEFL (pp.195-204).Taipei: The Crane Publishing Co., Ltd.
Yen, I. C. (1988). Listening Difficulties Encountered by College Students in Taiwan. English Teaching and Learning, 12(4), 62-72.
Yordon, J. E. (1993). Roles in interpretation. USA, Wm. C. Brown Communications, Inc.
White Plains, NY: Addison Wesley Longman.
Maken, M. A. & Ferguson, C. A. (1987). Phonological universals in language acquistion. In Interlanguage Phonology,(Eds.) G. Ioup and S.H. Weinberger,pp.3-22. Newbury House, Cambridge.
Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Buck, G. (2001). Assessing listening: Cambridge University Press.
Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly, 19, 765-781.
Carell, P. L. (1987). A view of written text as a communicative interaction: Implications for reading in a second language. In J. Devine, P.L. Carrell, & D. E. Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24.
Chamot, A. U. (1998). Teaching learning strategies to language students. (ERIC Document Reproduction Services No. ED 433 719).
Chamot, A. U. & O’Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249.
Chang, F. C. (1996). Junior college students’ knowledge and performance of the pronunciation of American English. Proceedings of the 13th ROCTEFL, 351-359.
Chang, Y. L., Chang, T. S. & Kuo C. H. (1992). Listening difficulties and learner strategies of non-native speakers. Proceedings of theNinth International Symposium on English Teaching. Taipei: Crane.
Chao, Y. G., & Wang, W. Y. (2002). Senior High School Students’ Listening Comprehension Strategy Use. Papers from Proceedings of the Nineteenth Conference on English Teaching and Learning in the Republic of China. Taipei: Crane
Chaudron, C. (1983). Simplification of Input: Topic Reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, Vol. 17. No.3
McLaughlin, B. & Heredia, R. (1996). Information processing approaches to research on second language acquisition and use. In R. Ritchie and T. Bhatia (Eds.): A Handbook of Second Language Acquisition. pp.213-218. San Diego: Academic Press.
Cheng, C. H. (2002). Effects of Listening Strategy Instruction on Junior High School Students. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan.
Chiang, Y. R. (2000). A Study of the Effect of Various Approaches to Vocabulary Presentation on the Listening Comprehension of University Students in Taiwan. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan.
Chung, Y. L. (2002). The Effect of repetition on listening comprehension: A study of college students learning English in Taiwan. A master thesis submitted to Department of English, National TamKang University, Taiwan.
Clark, E. V. (1993). The lexicon in acquisition. Cambridge:Cambridge University Press.
Clark, H. H., & Clark, E. V. (1977). Psychology and language. New York: Harcourt Brace Jovanovich.
Clarke, M. A. (1982). On Bandwagons, Tyranny and Common Sense. TESOL Quarterly, 18(4), 437-488.
Cole, M. & Cole, S. R. (1996). The development of children.(3rd ed.). New York: W.H. Freeman and Company.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics 5 (4): 161-170.
Crabtree, M. & Powers, J. (1991). Language Files. Columbus: Ohio State University Press.
Cross, J. (2002). “Noticing” in SLA: Is it a valid concept? Teaching English as a second or foreign language. Vol .6. No.3
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second Language Learning as an Information-processing Perspective. Language Learning, 33, 135-157.
http:www-writing.berkeley.edu/TESL-EJ/ej23/a2.html
Cunningham, F. M. (1999). Improving Adult English Language Learners’ Speaking Skills. Eric Document Reproduction Service No. ED 435 204.
Dulay, H. C. & Burt, M. K. (1973). Should we teach children syntax? Language Learning 23, pp. 235-252: New York State Department of Education.
Duffy, L., Roehler, M., Meloth, M., Vavrus, L, Book, C., Putnam, J, & Wesselman, R. (1986). The relationship between explicit verbal explanation during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21, 237-52.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1997). SLA Research and Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, N. (1995). The psychology of foreign language acquisition: Implications for CALL. Computer Assisted Language Learning, 8, 103-128.
Faerch, C. & Kasper, G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage Studies Bulletin 5 (1), 47-118.
Gagne, R. M. (1977). The conditions of learning. (3rd edition.) New York: CBS college Publishing.
Meisel, J. (1997). Linguistic simplification: a study of immigrant workers’ speech and foreign talk. In Corder, S.& Roulet, E(Eds.) The notions of simplification, interlanguage and pidgins, and their relation to second language, pp.88-113. Droz, Geneva.
Gathercole, V. C. (1988). Some myths you may have heard about first language acquisition. TESOL Quarterly 22, 407-435.
Gass, S. (1992). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. Mendelsohn and J. Rubin(Eds.), A guide for the teaching of second language listening.(pp. 97-112). San Diego, MA.: Dominie Press.
Gillette, B. (1994). The role of learner goals in L2 success. In J. Lantolf & G. Appel, (Eds.).Vygotskian approaches to second language research.(pp.195-214). Norwood, NJ: Ablex.
Goh, C. C. M. (1998). Strategic processing and metacognition in second language listening. PhD. Thesis, Lancaster University, Lancaster UK.
Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28 (1), 55-75.
http://www.elsevier.com/locate/system
Graber, D. A. (1990). Seeing is remembering: How visuals contribute to learning from television news. Journal of Communication, 40(3), 134-155.
Graves, M. F. & Graves, B. B. (1994). Scaffolding reading experiences to promote success for students learning English as a foreign language. The Tenth Conference on English Teaching and Learning in the Republic of China,1-14.Taipei:Crane.
Green, J. M. (1991). Language learning strategies of Puerto Rican university students. Paper presented at the Annual Meeting of TESOL-Puerto Roco.
Mendelsohn, D. (1983). There are strategies for listening. (ERIC Document Reproductive Service No. ED 246648).
Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
Grunewald, M. (1999). The teaching of language techniques: Is it possible in Japan. Teacher Belief, Teacher Action. Jalt 99 Connecting Research and the Classroom: Processings of the 25th JALT International Conference on Language Teaching and Learning. pp. 47-53.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 293-294.
Hsiao, Y. P. (1997). The Effects of Cognitive Styles and Learning Strategies in a Hyermedia Environment: A Review of Literature.
http://www.usq.edu.au
Huang, S. C. (1997). Taiwanese Senior High School Students’ EFL Learning: Focus on Learning Strategies and Learning Beliefs. Ann Arbor, Michigan: UMI Company.
Huang, S. C. (2000). English Learning Strategy Training: Process, Activities, and Effect. Taipei: The Crane Publishing Co.,Ltd.
Huang, S. J. (1996). Memorization and recitation in EFL teaching. A master thesis submitted to Department of English, National Kaohsiung Normal University, Taiwan.
Huang, S. C. (2001). Designing English Learning Strategy Training Activities. English Teaching and Learning, 26, 2, 45-62
Huang, T. L. (2003). The Effect of Listening Strategy Instruction for Junior High School Students in Taiwan. A master thesis submitted to Department of English, National Normal University, Taiwan.
Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension. In D. Mendelsohn & J. Rubin(Eds.), A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press.
Hughes, A. (1989). Testing for language teachers. Cambridge: Cambrige University Press.
Ingram, D. (1974). The relationship between comprehension and production. In R. L. Schiefelbusch & L.L. Lloyd (Eds), Language perspective-acquistion, retardation, and intervention (pp.313-334). Baltimore, MD: University Park Press.
Jau, R. F. (1993). Semantic Mapping and its effect on listening comprehension. The 10th conference on English teaching and learning in the Republic of China.
Jones, H. R. (1997). Beyond “listen and repeat”: pronunciation teaching materials and theories of second language acquisition. System. Vol 25, No, 1, 103-112.
Jones, R. H., Rusmin, R. & Evans, S. (1994). Self-assessment of pronunciation by Chinese tertiary students. In Language Awareness in Language Education: Proceedings of the International Language in Education Conference
Kahneman, D. (1973). Attention and Effort. Englewood Cliffs, N. J.: Prentice-Hall.
Kaur, K. (1992). Theory and Practice in TESL. The English Teacher Vol XXI October 1992
http://education.curtin.edu.au/iier/iier8/glew.html
Kelly, P. (1991). Lexical ignorance: the main obstacle to listening comprehension with advanced foreign language learners. IRAL, 24(2), 135-149.
Kemper, D. (1996). The intention to both memorize and understand: another approach to learning? Higher Education, 31, 341-354.
Meyer, R. (1984). Listen my children, and you will hear---. Foreign Language Annuals, 17, 343-344.
Kinoshita, C. Y. (2003). Integrating language learning strategy into ESL/EFL lessons. The Internet TEST Journal, Vox, IX, No.4, April
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
91951005
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0919510052
資料類型 thesis
dc.contributor.advisor 陳振寬zh_TW
dc.contributor.author (作者) 馬玉玫zh_TW
dc.creator (作者) 馬玉玫zh_TW
dc.date (日期) 2004en_US
dc.date.accessioned 18-九月-2009 16:42:10 (UTC+8)-
dc.date.available 18-九月-2009 16:42:10 (UTC+8)-
dc.date.issued (上傳時間) 18-九月-2009 16:42:10 (UTC+8)-
dc.identifier (其他 識別碼) G0919510052en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/35988-
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) 91951005zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在探討不同方式的複誦教學對台灣國中生聽力理解、 聽的字彙、了解自己說的英語和英語之間的差異及自發性的練習聽和說四方面之影響。本研究結果希望對英文老師在複誦教學上有所啟示和幫助。
      台北市某國中二年級兩班共64位學生參與這項研究,他們被分為實驗組和控制組。學期初,受試者接受全民英檢初級聽力前測,依據該成績, 分成實驗組和控制組兩組群,該兩組群又細分為高中低三組群。受試者在接受全民英檢初級聽力前測後,施以不同之複誦教學。實驗組之教學方式為讓學生先聽一段文章或一段對話,第二次則聽完句子再跟著複誦所聽到的句子,第三次則看著聽力稿再複誦一次並從中了解自己所複誦的句子或片語和所聽到的有何不同。控制組之教學方式為傳統的複誦教學;方式為讓學生先看著聽力稿聽一段文章或一段對話,第二次則聽完再跟著聽力稿複誦,第三次則亦看著聽力稿再複誦一次, 並從中了解自己所複誦的句子或片語和所聽到的有何不同。16週之後,他們接受聽力後測。除接受後測外,實驗組還接受問卷調查和訪談。
      實驗結果顯示實驗組的聽力方面之進步大於控制組。其中實驗組平均數差異檢定以達到顯著水準(t=2.666, p=.010);實驗組三組中,以中組群及低組群進步最多,平均數差異檢定以達到顯著水準(中組群t=3.318, p=.003; 低組群t=.283, p=.016)。此外從問卷調查和訪談得知:實驗組大部份的學生對此教學法皆持肯定的態度。且中組群及高組群對聽的字彙、了解自己說的英語和英語之間的差異及皆持正面的看法。低分組則較希望老師能適時的說明及指導。但在自發性的練習聽和說的能力只有高組群持正面的看法。本文根據研究結果,提出英語教學上之運用以及未來研究之建議。		zh_TW
dc.description.abstract (摘要) The purpose of the study is to examine the effect of different approaches to “listen and repeat” strategy teaching on listening comprehension of junior high school students in Taiwan. “Listen and repeat” activity is often practiced in English class; however, its skill and training are often neglected by most English teachers and thus less studied. In this study, an experiment is conducted to examine the effect that different procedures of repetition strategy instruction have on listening comprehension, on the awareness of the gap between students’ output and the aural input, on “sound-to-script” vocabulary, and on students’ automaticity in listening and speaking.
      Sixty-four students, taught by the researcher, from two classes of 8th grade at a junior high school in Taipei City, participate in this study. They are divided into the experimental group and the control group. At the beginning of the semester, the researcher gives the two classes an English listening comprehension test at the GEPT elementary level. According to their scores in the test, the subjects are further divided into high, middle, and low proficiency levels. Then, the experimental and the control groups are taught in different methods. The control group is taught to "listen and repeat" with the listening scripts; the experimental group is taught to “listen and repeat” after the aural stimuli only and later to check the listening scripts to see if there is any gap between the listening input and their oral output and if there is any gap between their listening vocabulary and the written vocabulary.After 16 weeks, all of the subjects take a listening comprehension posttest. In addition to the listening comprehension test, the experimental group is also asked to fill in a questionnaire. Later, some interviews are conducted.
      The results show that “listen and repeat” after the aural stimuli indeed enhances the subjects’ listening comprehension ability. The experimental group significantly outperforms the control group (t=2.666, p=.010). Besides, in terms of proficiency levels, the experimental middle and low subgroups significantly outperform those of the control group (experimental middle subgroup: t=3.318, p=.003; experimental low subgroup: t=.283, p=.016).
      Moreover, the questionnaire and interview results show that most of the students like this way of “listen and repeat” practice though it is cognitively demanding and challenging. Furthermore, experimental middle and high subgroups benefit more from the strategy. They can better notice the gap between their output and the aural input and have better correspondence between their listening vocabulary and the written vocabulary. But the strategy facilitates only high proficiency students’ automaticity in listening and speaking. The low subgroup, on the other hand, needs teachers’ instructions and feedback more.
     Based on the above results, some pedagogical implications for English teachers and suggestions for learning strategy instructions are provided at the end of the study		en_US
dc.description.tableofcontents Page
     Acknowledgements ..iii
     Table of Contents ..iv
     List of Tables viii
     List of figures ..xi
     Chinese Abstract .xii
     English Abstract xiv
     CHAPTER
     1. INTROUDCTION .1
      1.1 Motivation .1
      1.2 Significance and Purpose of the Study .5
      1.3 Research Questions .6
      1.4 Definition of Terms .7
     2. LITERATURE REVIEW .9
      2.1 Language Learning Strategy .9
      2.1.1 The Importance of Language Learning Strategies 11
      2.1.2 Language Learning Strategy Instruction
      as Cognitive Processes 11
      2.1.3 The Procedures of Learning Strategy Instruction 13
      2.1.4 The Importance of Teachers’ Awareness
      of Strategy Instructions 14
     
     
     2.2 Repetition 15
      2.2.1 Repetition Strategies 17
     2.2.1.1 Memorization 17
     2.2.1.2 Imitation 18
     2.2.1.3 Inferencing Strategies 19
     2.3 Repetition, Shadowing, and Tracking 21
     2.4 Relationship between Comprehension and Production 22
     2.5 Input-to-Intake Phenomenon 23
     2.6 Summary 25
     2.7 Previous Studies Related to Strategy Use and Repetition Strategy 27
     2.8 Hypotheses 30
     3. METHODOLOGY 31
     3.1 Subjects 31
     3.2 Instruments 34
      3.2.1 GEPT Elementary Listening Test 34
      3.2.2 Materials 35
      3.2.3 Questionnaires 36
      3.2.4 Face-to-face Interview 37
     3.3 “Listen and Repeat” Strategy Instruction 38
      3.3.1 “Listen and Repeat” Strategy Instruction
      for the Control Group 39
      3.3.2 “Listen and Repeat” Strategy Instruction
      for the Experimental Group 39
     3.4 Procedures 40
     3.5 Data Analysis 43
     4. RESULTS and DISCUSSION 44
      4.1 The Pre-test and Post Results 44
      4.1.1 The Effect of Repetition Instruction on Overall Performance 44
      4.1.2 The Effect of Repetition Instruction
      on “Picture Description” Part 49
     4.1.3 The Effect of Repetition Instruction
      on “Question or Statement Response” Part 53
      4.1.4 The Effect of Repetition Instruction
      on “Short Conversation” Part 57
     4.2 The Results of the Questionnaire Survey 61
      4.2.1 Perception on Listening 62
      4.2.2 Perception on the Awareness of Aural Input
      and Students’ Output 64
      4.2.3 Perception on Sound-to-Script Words 66
      4.2.4 Perceptions on Students’ Automaticity
      in Listening and Speaking 69
     4.3 Interview Reports 72
      4.3.1 Responses to Listening in Classroom Practice 72
      4.3.1.1 Responses to Listening in “Picture Description” Part 73
      4.3.1.2 Responses to Listening
      in “Question or Statement” Part 74
      4.3.1.3 Responses to Listening in “Short Conversation” Part 74
      4.3.1.4 Summary 75
      4.3.2 Responses to the Awareness of Aural Input
     and Students` Output 76
      4.3.3 Responses to "Sound-to-Script" Vocabulary 77
      4.3.4 Responses to Students` Automaticity
     in Listening and Speaking 78
      4.4 Summary 78
     5. CONCLUSIONS, IMPLICATIONS and SUGGESTIONS 83
      5.1 Findings and Suggestions 83
      5.2 Pedagogical Implications 85
      5.3 Limitations and Suggestions for Future Research 87
      REFERENCES 89
      APPENDIXES 107
      APPENDIX A 107
      APPENDIX B 109
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     LIST OF TABLES
      Page
     Table 2-1 Instructional Procedures 14
     Table 3-1 Number of the Students and the Genders of the Students 32
     Table 3-2 Statistics of Subjects` English Listening Comprehension Test 33
     Table 3-3 Independence Samples t-Test of Subjects` English
      Listening Test at the GEPT Elementary Level 33
     Table 3-4 The Number of the Students
      at Different Language Proficiency Levels 34
     Table 4-1 Statistics of Overall Performance 45
     Table 4-2 Paired Samples t-test for Progress in Overall Performance 45
     Table 4-3 Independent Samples t-test for Progress
      in Overall Performance 46
     Table 4-4 Statistics of Overall Performance
      in Terms of Proficiency Levels 47
     Table 4-5 Paired Samples t-test for Progress in Overall Performance
      in Terms of Proficiency Levels 47
     Table 4-6 Independent Samples t-test for Progress
      in Overall Performance in terms of proficiency levels 48
     Table 4-7 Statistics of "Picture Description" Performance 49
     Table 4-8 Paired Samples t-test for Progress
      in "Picture Description" Part 50
     Table 4-9 Independent Samples t-test for Progress
      in “Picture Description” Part 50
     Table 4-10 Statistics of "Picture Description" Part
      in Terms of Proficiency Levels 51
     Table 4-11 Paired Samples t-test for Progress in “Picture Description”
      in Terms of Proficiency Levels 52
     Table 4-12 Independent Samples t-test for Progress
      in “Picture Description” in Terms of Proficiency Levels
     Table 4-13 Statistics of "Question or Statement Response"
      Performance 52
     Table 4-14 Paired Samples t-test for Progress
      in "Question or Statement Response" Part 52
     Table 4-15 Independent Samples t-test for Progress
      in "Question or Statement Response" Part 55
     Table 4-16 Statistics of "Question or Statement Response" Part
      in Terms of Proficiency Levels 55
     Table 4-17 Paired Samples t-test for Progress
      in "Question or Statement Response" Part
      in Terms of Proficiency Levels 56
     Table 4-18 Independent Samples t-test for Progress
      in "Question or Statement Response" Part
      in Terms of Proficiency Levels 57
     Table 4-19 Statistics of "Short Conversation" Performance 58
     Table 4-20 Paired Samples t-test for Progress
      in "Short Conversation" Part 58
     Table 4-21 Independent Samples t-test for Progress
      in "Short Conversation" Part 59
     
     Table 4-22 Statistics of "Short Conversation" Part
      in Terms of Proficiency Levels 59
     Table 4-23 Paired Samples t-test for Progress in "Short Conversation"
      Part in Terms of Proficiency Levels 60
     Table 4-24 Independent Samples t-test for Progress
      in "Short Conversation" Part
      in Terms of Proficiency Levels 61
     Table 4-25 Responses to Questions 1, 3, 7 & 10 62
     Table 4-26 Responses of Different Proficiency Levels
      to Questions 1, 3, 7, & 10 63
     Table 4-27 Responses to Questions 2, 4 & 11 65
     Table 4-28 Responses of Different Proficiency Levels
      to Questions 2, 4 & 11 65
     Table 4-29 Responses to Questions 5, 6, 7 & 4 67
     Table 4-30 Responses of Different Proficiency Levels
      to Questions 5, 6, 7 & 14 68
     Table 4-31 Responses to Questions 8, 9, 10, 12 & 13 69
     Table 4-32 Responses of Different Proficiency Levels
      to Questions 5, 6, 7 & 14 70
     
     
     
     
     
     
     
     LIST OF FIGURES
     
      Page
     Figure 3.1 Procedures for conducting the study 42		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0919510052en_US
dc.subject (關鍵詞) listeninhg comprehensionen_US
dc.subject (關鍵詞) repetition strategyen_US
dc.subject (關鍵詞) learning strategyen_US
dc.title (題名) The Effect of Different Approaches to Repetition Strategy Instruction on the Listening Comprehension of Junior High School Students in Taiwanzh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Acton, W. (1984). Changing fossilized pronunciation. TESOL Quarterly, Vol. 18. No.1, March.zh_TW
dc.relation.reference (參考文獻) Adachi, K. (1997). Shadowing. Japan Forum Vol. 35. No1, January-Marchzh_TW
dc.relation.reference (參考文獻) http://exchange.state.gov.forum/vols/vol35/no1/p46.htmzh_TW
dc.relation.reference (參考文獻) Anderson-Hsieh, J. (1990). Teaching suprasegmentals to international teaching assistants using field-specific materials. English for Specific Purposes, 9, 195-214.zh_TW
dc.relation.reference (參考文獻) Anderson-Hsieh, J. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42(4), 529-555.zh_TW
dc.relation.reference (參考文獻) Anderson, J. R. (1983). The architecture of cognition. Cambridge, Mass: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Anderson, J. R. (1990). Cognitive Psychology and its Implications. (3rd Ed.) New York: W.H. Freeman.zh_TW
dc.relation.reference (參考文獻) Bachman, L. F. & Palmer, A. S. (2004). Language Testing in Pracitce. Oxford: Oxford University Presszh_TW
dc.relation.reference (參考文獻) Bai, H. B. (1994). The Teaching and Learning of English Stress and Intonation in Taiwan Junior High School. Unpublished Thesis. Department of English:zh_TW
dc.relation.reference (參考文獻) National Cheng-Chi University.zh_TW
dc.relation.reference (參考文獻) Baltra, A. (1986). Computer assisted language learning: What is it all about? Paper presented at a conference at the University of California, Irvine.zh_TW
dc.relation.reference (參考文獻) http://iteslj.org/Techniques/Kinoshita-Strategy.htmlzh_TW
dc.relation.reference (參考文獻) Koren, S. (1995). Foreign language pronunciation testing: a new approach. System, 23, 387-400.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D. (1980). The input hypothesis. The Georgetown University Round Table on languages and Linguistics, James E. Alatis(Ed.) 168-180. Washington, D.C. Georgetown University Press.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.zh_TW
dc.relation.reference (參考文獻) Krashen, S. D. (1987). Applications of psychological research to the classroom. In M. H. Long, & J. C. Richards (Eds.) Methodology in TESOL: A book of reading (pp. 33-44). Boston, Mass.: Heinle & Heinle Publishers.zh_TW
dc.relation.reference (參考文獻) Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth ROC TEFL(pp.193-214).Taipei: The Crane Publishing Co.,Ltd.zh_TW
dc.relation.reference (參考文獻) Lee, H. M. (2001). The Role of Practice in Successful EFL Listening Achievement for Taiwanese University English Majors. Unpublished doctoral dissertation, University of Texas, Austin.zh_TW
dc.relation.reference (參考文獻) Lee, R., McCune, L., & Patton, L.(1970). Physiological responses to different modes of feedback in pronunciation testing. TESOL Quarterly 4,117-122.zh_TW
dc.relation.reference (參考文獻) Lenneberg, E. H. (1962). Understanding language without ability to speak: A case report. Journal of Abcdrmal and Social Psychology, 65 (5), 419-25.zh_TW
dc.relation.reference (參考文獻) Milheim, W. (1996). Interactivity and computer-based instruction. Journal of Eductional Technology Systems, 24(3), 225-233.zh_TW
dc.relation.reference (參考文獻) Thompson, I. (1995). Assessment of second/foreign language comprehension. In D.J. Mendelson & J. Rubins (Eds.). A Guild for the teaching of second language listening(pp.31-58). San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Li, J. I. (2000). What does pronunciation have to do with listening? Papers from Proceedings of the Seventh Conference on English Teaching and Learning in the Republic of China Taipei: Cranezh_TW
dc.relation.reference (參考文獻) Lin, Y. L. (2003). Repetition as a Means of Measuring EFL Listening Comprehension.zh_TW
dc.relation.reference (參考文獻) Department of English: National Kaohsiung Normal University.zh_TW
dc.relation.reference (參考文獻) Lo, W. L. (2004). The Effect of Lexical Inferencing in Vocabulary Learning and Reading Comprehension. A master thesis submitted to Department of English, National Chengchi University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Long, D. R. (1989). Second language listening comprehension: a schema-theoretic perspective. Modern Language Journal, 73(1), 32-40zh_TW
dc.relation.reference (參考文獻) Long, M. H. (1983a). Does Second Language Instruction Make a Difference? A Review of Research. TESOL Quarterly, 17(3), 359-382.zh_TW
dc.relation.reference (參考文獻) Long, M. H. (1983b). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics,4(2),126-141.zh_TW
dc.relation.reference (參考文獻) Loschky, L. (1994). Comprehensible input and second language acquisition: What is the relationship. Studies in Second Language Acquistion,16,303-323.zh_TW
dc.relation.reference (參考文獻) Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal,75(2), 196-204.zh_TW
dc.relation.reference (參考文獻) Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information, Psychological review, 63, 81-97.zh_TW
dc.relation.reference (參考文獻) Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.zh_TW
dc.relation.reference (參考文獻) Barak, R. (1997). The Case for Explicit, Teacher-led, Cognitive Instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. March 24-28.zh_TW
dc.relation.reference (參考文獻) Moore, M. & Kearsley, G. (1996). Distance education: A system view. Balmont,CA:Wadsworth Publishing Company.zh_TW
dc.relation.reference (參考文獻) http://ouln.org/deguidezh_TW
dc.relation.reference (參考文獻) Morley, J. (2005). Current perspectives on improving aural comprehension. ESL Magazine. www.eslmag.comzh_TW
dc.relation.reference (參考文獻) Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, 335-340.zh_TW
dc.relation.reference (參考文獻) Murphy, T. (1995). Conversational Shadowing. Proceedings of the 16th Conference on Second Language Research in Japan. Niigata: International University of Japan.zh_TW
dc.relation.reference (參考文獻) Myikos, M., & Oxford, R. (1993). A Factor Analytic Study of Language-learning stategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.zh_TW
dc.relation.reference (參考文獻) Nunan, D., & Miller, L. (1995). New way in teaching listening. Alexandria, VA:TESOL.zh_TW
dc.relation.reference (參考文獻) Oller, J. W. (1989). Language Tests at School: A Pragmatic Approach . Longman, London.zh_TW
dc.relation.reference (參考文獻) Olson, D. R. (1977). From Utterance to Text: The Bias of Language in Speech and Writing. Harvard Educational Review, 47, 257-280zh_TW
dc.relation.reference (參考文獻) Tomlin, R. & Villa,V. (1994). Attention in Cognitive Science and Second Language Acquisition. Studies in Second Language Acquisition, 16, 183-203.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M. (1987). The effects of training in the use of learning strategies. In Wenden, A., and Rubin, J (Eds.), Learner Strategies in Language Learning. Great Britain: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Basil, M. D. (1992). Attention to and memory for audio and video information in television scenes. ERIC Document Reproductive Service. ED 347 592.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge Applied Linguistics Series. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., & Chamot, A. U. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA. USA: Addison-Wesley Publishing Company Inc.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., & Chamot, A. U. (1995). Language Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.zh_TW
dc.relation.reference (參考文獻) O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo. R. P., & Kupper, L. (1985b). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), pp.557-584.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17(2), 235-247.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.zh_TW
dc.relation.reference (參考文獻) Tseng, J. L. (2003). Oral Reading and Silent Reading—The Effects on Taiwanese EFL Senior High School Students’ Comprehension. A master thesis submitted to Department of English, National Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1992). Language learning strategies in a nutshell: Update and ESL suggestions. TESOL Journal Winter, 18-22.zh_TW
dc.relation.reference (參考文獻) Oxford, R., Crookall, D. (1989). Research on language learning strategies: method, findings, and instructional issues. The Modern Language Journal, 73, 403-419.zh_TW
dc.relation.reference (參考文獻) Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 34-35.zh_TW
dc.relation.reference (參考文獻) Oxford, R., & Crookall, D., Cohen, A., Lavine, R., Nyikos, M., & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22(3),197-216.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L., & Nyikos, M. (1993). A factor analytic study of language-learning strategy use: Interpretation from information-processing theory and social psychology. The Modern Language Journal, 77(1), 11-22.zh_TW
dc.relation.reference (參考文獻) Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics,13, 175-187.zh_TW
dc.relation.reference (參考文獻) Oxford, R., Lavine, R. Z., & Crookall, D." (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annuals 22, 29-39.zh_TW
dc.relation.reference (參考文獻) Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211-221.zh_TW
dc.relation.reference (參考文獻) Pennington, M. C. (1996). Phonology in English Language Teaching: An International Approach. Longman, London.zh_TW
dc.relation.reference (參考文獻) Pica, T. (1994). Resaerch on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language learning, 44, 493-527.zh_TW
dc.relation.reference (參考文獻) Underwood, M. (1989). Teaching listening. London: Longman.zh_TW
dc.relation.reference (參考文獻) Prator, C. (1991). Corner stones of method and names for the profession. In Celce-Murcia(Ed) Teaching English, Helinle & Helinle, 11-22.zh_TW
dc.relation.reference (參考文獻) Pressley, M., Levin, J. R.& Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. Journal of Verbal Learning Behavior, 23, 270-288.zh_TW
dc.relation.reference (參考文獻) Prokop, M. (1989). Learning strategies for second language users: An analytical approach with case studies. Lewiston, NY: The Edwin Mellen Press.zh_TW
dc.relation.reference (參考文獻) Bialystok, E. (1983). Some factors in the selection and implementation of communication strategies. (p.p.100-118). In Strategies in Interlanguage Communication, (Eds.) C. Ferch and G. Kasper. Longmans.zh_TW
dc.relation.reference (參考文獻) Qian, D. (1996). ESL vocabulary acquisition: Contextualization and decontextualization. The Canadian Modern Language Review, 53(1), 120-142.zh_TW
dc.relation.reference (參考文獻) Ramirez, J. (1994). Adults learning literacy: The role of private speech in reading comprehension. pp.305-330. In. V. John-Steiner, C. Panovsky & L. W. Smith, (Eds.) Socialcultural approaches to language and literacy: An interactionist perspective.zh_TW
dc.relation.reference (參考文獻) Reid, J., (1987). The teaching style preferences of ESL students. TESOL Quarterly, 21, 87-111.zh_TW
dc.relation.reference (參考文獻) Richards, J. C. (1983). Listening comprehension: approach, design, procedure. TESOL Quarterly, Vol.17, No.2, 219-214.zh_TW
dc.relation.reference (參考文獻) Rivers, W. M. (1968). Teaching foreign-language skills. Chicago: University of Chiago Press.zh_TW
dc.relation.reference (參考文獻) Rivers, W. M. (1996). Listening comprehension. The Modern Language Journal, 50, 196-204.zh_TW
dc.relation.reference (參考文獻) Vigil, N. A. & Oller, J. W. (1976). Rule fossilization: a tentative model. Language Learning 26, (2), 281-295.zh_TW
dc.relation.reference (參考文獻) Rixon, S. (1990). Developing Listening Skills. London: Macmillan Publishers Ltd.zh_TW
dc.relation.reference (參考文獻) Robinson, P. (1995). Attention, memory and noticing hypothesis. Language Learning 45(2), 283-331.zh_TW
dc.relation.reference (參考文獻) Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Express.zh_TW
dc.relation.reference (參考文獻) Rost, M. (1990). Listening in language learning. New York: Longman Group UK Limited.zh_TW
dc.relation.reference (參考文獻) Breen, M. P. (1985). Authenticity in the Language Classroom. Applied Linguistics, 6(1), 60-70.zh_TW
dc.relation.reference (參考文獻) Rounds, P. L. (1992). Reading aloud. TESOL Quarterly, 26(4), 787-790.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1975). What the “Good Language Learner” Can Teach Us. TESOL Quarterly Vol. 9, No. 1, 41-51zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history, and typology. In A. Wenden & J. Rubin (Eds.) Learning Strategies in Language Learning(pp.15-30). Englewood Cliff, NJ: Prentice Hall International.zh_TW
dc.relation.reference (參考文獻) Rubin, J., & Thompson, I. (1982). How to Be a More Successful Language Learner. Boston: Heinle & Heinle.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1994). A Review of second language listening comprehension research. Modern Language Journal, 78(2), 99-126.zh_TW
dc.relation.reference (參考文獻) Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.zh_TW
dc.relation.reference (參考文獻) Rubin, J. (1995).The contribution of video to the development of competence in listening. In D. Mendelsohn and J, Rubin (Eds.). A guide for the teaching of second language listening.(pp.151-65). San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11,129-158.zh_TW
dc.relation.reference (參考文獻) Schmidt, R. (1990). Attention. In Robinson P. (Eds.) Cognition and Second Language Instruction .pp.3-32. Cambridge: Cambridge University Express.zh_TW
dc.relation.reference (參考文獻) Schmidt, R. (1995). Consciousness and Foreign Language Learning: A Tutorial on the Role of Attention and Awareness. In R. Schmidt(Eds.) Attention and Awareness in foreign language teaching and learning(Technical Report No.9)(pp.1-64).zh_TW
dc.relation.reference (參考文獻) Schmeck, R. R. (1988). Individual differences and learning strategies. In C.E. Weinstein, E.T. Goetz, & P. A. Alexander (Eds.) Learning and Strategies: Issues in assessment instruction, and evaluation (pp.171-191).zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (1970). English relativization and sentence comprehension in child language. Unpublished doctoral dissertation, University of California, Los Angeles.zh_TW
dc.relation.reference (參考文獻) http://education.gsu.edu/ctl/FLC/Foundations/Overview.pdfzh_TW
dc.relation.reference (參考文獻) Schwartz, A. M. (1998). Listening in a foreign language. (ERIC Document Reproduction Service No. ED 433 723)zh_TW
dc.relation.reference (參考文獻) Selinker, L., (1972). Interlanguage. International review of applied linguistics. 10(3), 209-231.zh_TW
dc.relation.reference (參考文獻) Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing:II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.zh_TW
dc.relation.reference (參考文獻) Wang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy used by Taiwanese EFL senior high school students—a case study. MA. Thesis, National Changhua Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Shook, D. J. (1999). What Foreign Language Reading Recalls Reveal About the input-to-intake phenomenon. Applied Language Learning, Vol. 10, Nos 1& 2,zh_TW
dc.relation.reference (參考文獻) 39-76.zh_TW
dc.relation.reference (參考文獻) Skehan, P. (1988). A cognitive approach to language learning. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.zh_TW
dc.relation.reference (參考文獻) Skehan, P., & Foster, P. (2001). Cognition and Tasks. In Robinson P.(Ed.), Cognition and Second Instruction (pp.183-205). Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Smith, N.V. (1973). The acquisition of phonology: A case study. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (1990). Listening to spoken English.(2nd ed.). New York: Longman.zh_TW
dc.relation.reference (參考文獻) Snow. B. G. & Perkins. K. (1979). The Teaching of Listening Comprehension and Communciation Activities. TESOL Quarterly Vol .13, No.1 March.zh_TW
dc.relation.reference (參考文獻) Spolsky, B., Sigurd, B., Sato, M., Walker, E. & Arterburn, C. (1968). Preminary studies in the development of techniques for testing overall second language proficiency. Language Learning, Special Issue 3, 79-101.zh_TW
dc.relation.reference (參考文獻) Stern, H. H. (1992). Issues and opinions in language teaching. English: Oxford.zh_TW
dc.relation.reference (參考文獻) Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M.C. Wittrock(Eds.), Handbook of Research on Teaching(3rd.,pp.315-327). New York: Macmillan.zh_TW
dc.relation.reference (參考文獻) Stevick, E. W. (1996). Memory, meaning & method-a view of language teaching. Boston: Heinle & Heinle Publishers.zh_TW
dc.relation.reference (參考文獻) Stroller, F. (1988). Films and videotapes in the ESL/EFL classroom. ERIC Document Reproductive Service. ED 299 835.zh_TW
dc.relation.reference (參考文獻) Swain, M. (1995).Three functions of output in second language learning. In G. Cook and G. Seidhofer (Eds.) Principles and practices in applied linguistics: studies in honor of H.G. Widdowson (pp.125-44). Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Swain, M., & Lapkins, S. (1995). Problems in output and cognitive processes they generate. A step towards second language learning. Applied linguistics ,16, 371-391.zh_TW
dc.relation.reference (參考文獻) Taimai, K. (1997). Shadowing as a powerful listening tool: Why does it work? A presentation given in March to the Hiroshima branch of JALT reported on The Language Teacher 21, (5), 72.zh_TW
dc.relation.reference (參考文獻) Tannen, D. (1989). Talking voices: Repetition, dialogue, and imagery in conversational discourse. Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. Proceedings of the Sixth International Symposium on English Teaching. Taipei: Crane.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Second Edition: White Plains, NY: Longman, Forthcoming.zh_TW
dc.relation.reference (參考文獻) Teng, H. Y. (2002). Chinese students’ performance in the pronunciation of English tense and lax vowels. MA. Thesis, National Taiwan Normal University.zh_TW
dc.relation.reference (參考文獻) Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.).zh_TW
dc.relation.reference (參考文獻) Lynch, T. (1998). Theoretical perspective on listening. Annual Review of Applied Linguistics., 18, 3-19.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1987a). Incorporating learner training in the classroom. In A.Wenden and J. Rubin.(Eds).Learner strategies in language learning(pp.159-68). N.J.: Prentice Hall.zh_TW
dc.relation.reference (參考文獻) Wenden, A. (1987b). Conceptual background and utility. In A. Wenden. & J. Rubin(Eds.), Learner strategies in language learning(pp.3-14). London Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Wickens, C. (1984). Processing resources in attention. In R. Parasuraman and D. R. Davies (Eds.), Varieties of attention(pp.63-102). New York: Academic Press.zh_TW
dc.relation.reference (參考文獻) Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Yang, N. D. (1993). Beliefs about language learning and learning strategy use: A study of College Students of English in Taiwan. Proceedings of the Tenth ROC TEFL (pp.193-214). Taipei: The Crane Publishing Co., Ltd.zh_TW
dc.relation.reference (參考文獻) Yang, N. D. (1995). Effective awareness-raising in language learning strategy training. Paper presented at the annual meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA.(ERIC Document Reproduction Services No. ED 392 278)zh_TW
dc.relation.reference (參考文獻) Yang, N.D. (1996). Teaching students how to learn: A language learning project. Proceedings of the Thirteenth ROC TEFL (pp.195-204).Taipei: The Crane Publishing Co., Ltd.zh_TW
dc.relation.reference (參考文獻) Yen, I. C. (1988). Listening Difficulties Encountered by College Students in Taiwan. English Teaching and Learning, 12(4), 62-72.zh_TW
dc.relation.reference (參考文獻) Yordon, J. E. (1993). Roles in interpretation. USA, Wm. C. Brown Communications, Inc.zh_TW
dc.relation.reference (參考文獻) White Plains, NY: Addison Wesley Longman.zh_TW
dc.relation.reference (參考文獻) Maken, M. A. & Ferguson, C. A. (1987). Phonological universals in language acquistion. In Interlanguage Phonology,(Eds.) G. Ioup and S.H. Weinberger,pp.3-22. Newbury House, Cambridge.zh_TW
dc.relation.reference (參考文獻) Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Buck, G. (2001). Assessing listening: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly, 19, 765-781.zh_TW
dc.relation.reference (參考文獻) Carell, P. L. (1987). A view of written text as a communicative interaction: Implications for reading in a second language. In J. Devine, P.L. Carrell, & D. E. Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 13-24.zh_TW
dc.relation.reference (參考文獻) Chamot, A. U. (1998). Teaching learning strategies to language students. (ERIC Document Reproduction Services No. ED 433 719).zh_TW
dc.relation.reference (參考文獻) Chamot, A. U. & O’Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249.zh_TW
dc.relation.reference (參考文獻) Chang, F. C. (1996). Junior college students’ knowledge and performance of the pronunciation of American English. Proceedings of the 13th ROCTEFL, 351-359.zh_TW
dc.relation.reference (參考文獻) Chang, Y. L., Chang, T. S. & Kuo C. H. (1992). Listening difficulties and learner strategies of non-native speakers. Proceedings of theNinth International Symposium on English Teaching. Taipei: Crane.zh_TW
dc.relation.reference (參考文獻) Chao, Y. G., & Wang, W. Y. (2002). Senior High School Students’ Listening Comprehension Strategy Use. Papers from Proceedings of the Nineteenth Conference on English Teaching and Learning in the Republic of China. Taipei: Cranezh_TW
dc.relation.reference (參考文獻) Chaudron, C. (1983). Simplification of Input: Topic Reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, Vol. 17. No.3zh_TW
dc.relation.reference (參考文獻) McLaughlin, B. & Heredia, R. (1996). Information processing approaches to research on second language acquisition and use. In R. Ritchie and T. Bhatia (Eds.): A Handbook of Second Language Acquisition. pp.213-218. San Diego: Academic Press.zh_TW
dc.relation.reference (參考文獻) Cheng, C. H. (2002). Effects of Listening Strategy Instruction on Junior High School Students. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Chiang, Y. R. (2000). A Study of the Effect of Various Approaches to Vocabulary Presentation on the Listening Comprehension of University Students in Taiwan. A master thesis submitted to Department of English, National Tsing Hua University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Chung, Y. L. (2002). The Effect of repetition on listening comprehension: A study of college students learning English in Taiwan. A master thesis submitted to Department of English, National TamKang University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Clark, E. V. (1993). The lexicon in acquisition. Cambridge:Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Clark, H. H., & Clark, E. V. (1977). Psychology and language. New York: Harcourt Brace Jovanovich.zh_TW
dc.relation.reference (參考文獻) Clarke, M. A. (1982). On Bandwagons, Tyranny and Common Sense. TESOL Quarterly, 18(4), 437-488.zh_TW
dc.relation.reference (參考文獻) Cole, M. & Cole, S. R. (1996). The development of children.(3rd ed.). New York: W.H. Freeman and Company.zh_TW
dc.relation.reference (參考文獻) Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics 5 (4): 161-170.zh_TW
dc.relation.reference (參考文獻) Crabtree, M. & Powers, J. (1991). Language Files. Columbus: Ohio State University Press.zh_TW
dc.relation.reference (參考文獻) Cross, J. (2002). “Noticing” in SLA: Is it a valid concept? Teaching English as a second or foreign language. Vol .6. No.3zh_TW
dc.relation.reference (參考文獻) McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second Language Learning as an Information-processing Perspective. Language Learning, 33, 135-157.zh_TW
dc.relation.reference (參考文獻) http:www-writing.berkeley.edu/TESL-EJ/ej23/a2.htmlzh_TW
dc.relation.reference (參考文獻) Cunningham, F. M. (1999). Improving Adult English Language Learners’ Speaking Skills. Eric Document Reproduction Service No. ED 435 204.zh_TW
dc.relation.reference (參考文獻) Dulay, H. C. & Burt, M. K. (1973). Should we teach children syntax? Language Learning 23, pp. 235-252: New York State Department of Education.zh_TW
dc.relation.reference (參考文獻) Duffy, L., Roehler, M., Meloth, M., Vavrus, L, Book, C., Putnam, J, & Wesselman, R. (1986). The relationship between explicit verbal explanation during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21, 237-52.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (1997). SLA Research and Language Acquisition. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Ellis, N. (1995). The psychology of foreign language acquisition: Implications for CALL. Computer Assisted Language Learning, 8, 103-128.zh_TW
dc.relation.reference (參考文獻) Faerch, C. & Kasper, G. (1980). Processes and strategies in foreign language learning and communication. Interlanguage Studies Bulletin 5 (1), 47-118.zh_TW
dc.relation.reference (參考文獻) Gagne, R. M. (1977). The conditions of learning. (3rd edition.) New York: CBS college Publishing.zh_TW
dc.relation.reference (參考文獻) Meisel, J. (1997). Linguistic simplification: a study of immigrant workers’ speech and foreign talk. In Corder, S.& Roulet, E(Eds.) The notions of simplification, interlanguage and pidgins, and their relation to second language, pp.88-113. Droz, Geneva.zh_TW
dc.relation.reference (參考文獻) Gathercole, V. C. (1988). Some myths you may have heard about first language acquisition. TESOL Quarterly 22, 407-435.zh_TW
dc.relation.reference (參考文獻) Gass, S. (1992). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.zh_TW
dc.relation.reference (參考文獻) Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. In D. Mendelsohn and J. Rubin(Eds.), A guide for the teaching of second language listening.(pp. 97-112). San Diego, MA.: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Gillette, B. (1994). The role of learner goals in L2 success. In J. Lantolf & G. Appel, (Eds.).Vygotskian approaches to second language research.(pp.195-214). Norwood, NJ: Ablex.zh_TW
dc.relation.reference (參考文獻) Goh, C. C. M. (1998). Strategic processing and metacognition in second language listening. PhD. Thesis, Lancaster University, Lancaster UK.zh_TW
dc.relation.reference (參考文獻) Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28 (1), 55-75.zh_TW
dc.relation.reference (參考文獻) http://www.elsevier.com/locate/systemzh_TW
dc.relation.reference (參考文獻) Graber, D. A. (1990). Seeing is remembering: How visuals contribute to learning from television news. Journal of Communication, 40(3), 134-155.zh_TW
dc.relation.reference (參考文獻) Graves, M. F. & Graves, B. B. (1994). Scaffolding reading experiences to promote success for students learning English as a foreign language. The Tenth Conference on English Teaching and Learning in the Republic of China,1-14.Taipei:Crane.zh_TW
dc.relation.reference (參考文獻) Green, J. M. (1991). Language learning strategies of Puerto Rican university students. Paper presented at the Annual Meeting of TESOL-Puerto Roco.zh_TW
dc.relation.reference (參考文獻) Mendelsohn, D. (1983). There are strategies for listening. (ERIC Document Reproductive Service No. ED 246648).zh_TW
dc.relation.reference (參考文獻) Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.zh_TW
dc.relation.reference (參考文獻) Grunewald, M. (1999). The teaching of language techniques: Is it possible in Japan. Teacher Belief, Teacher Action. Jalt 99 Connecting Research and the Classroom: Processings of the 25th JALT International Conference on Language Teaching and Learning. pp. 47-53.zh_TW
dc.relation.reference (參考文獻) Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 293-294.zh_TW
dc.relation.reference (參考文獻) Hsiao, Y. P. (1997). The Effects of Cognitive Styles and Learning Strategies in a Hyermedia Environment: A Review of Literature.zh_TW
dc.relation.reference (參考文獻) http://www.usq.edu.auzh_TW
dc.relation.reference (參考文獻) Huang, S. C. (1997). Taiwanese Senior High School Students’ EFL Learning: Focus on Learning Strategies and Learning Beliefs. Ann Arbor, Michigan: UMI Company.zh_TW
dc.relation.reference (參考文獻) Huang, S. C. (2000). English Learning Strategy Training: Process, Activities, and Effect. Taipei: The Crane Publishing Co.,Ltd.zh_TW
dc.relation.reference (參考文獻) Huang, S. J. (1996). Memorization and recitation in EFL teaching. A master thesis submitted to Department of English, National Kaohsiung Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Huang, S. C. (2001). Designing English Learning Strategy Training Activities. English Teaching and Learning, 26, 2, 45-62zh_TW
dc.relation.reference (參考文獻) Huang, T. L. (2003). The Effect of Listening Strategy Instruction for Junior High School Students in Taiwan. A master thesis submitted to Department of English, National Normal University, Taiwan.zh_TW
dc.relation.reference (參考文獻) Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension. In D. Mendelsohn & J. Rubin(Eds.), A Guide for the Teaching of Second Language Listening. San Diego, CA: Dominie Press.zh_TW
dc.relation.reference (參考文獻) Hughes, A. (1989). Testing for language teachers. Cambridge: Cambrige University Press.zh_TW
dc.relation.reference (參考文獻) Ingram, D. (1974). The relationship between comprehension and production. In R. L. Schiefelbusch & L.L. Lloyd (Eds), Language perspective-acquistion, retardation, and intervention (pp.313-334). Baltimore, MD: University Park Press.zh_TW
dc.relation.reference (參考文獻) Jau, R. F. (1993). Semantic Mapping and its effect on listening comprehension. The 10th conference on English teaching and learning in the Republic of China.zh_TW
dc.relation.reference (參考文獻) Jones, H. R. (1997). Beyond “listen and repeat”: pronunciation teaching materials and theories of second language acquisition. System. Vol 25, No, 1, 103-112.zh_TW
dc.relation.reference (參考文獻) Jones, R. H., Rusmin, R. & Evans, S. (1994). Self-assessment of pronunciation by Chinese tertiary students. In Language Awareness in Language Education: Proceedings of the International Language in Education Conferencezh_TW
dc.relation.reference (參考文獻) Kahneman, D. (1973). Attention and Effort. Englewood Cliffs, N. J.: Prentice-Hall.zh_TW
dc.relation.reference (參考文獻) Kaur, K. (1992). Theory and Practice in TESL. The English Teacher Vol XXI October 1992zh_TW
dc.relation.reference (參考文獻) http://education.curtin.edu.au/iier/iier8/glew.htmlzh_TW
dc.relation.reference (參考文獻) Kelly, P. (1991). Lexical ignorance: the main obstacle to listening comprehension with advanced foreign language learners. IRAL, 24(2), 135-149.zh_TW
dc.relation.reference (參考文獻) Kemper, D. (1996). The intention to both memorize and understand: another approach to learning? Higher Education, 31, 341-354.zh_TW
dc.relation.reference (參考文獻) Meyer, R. (1984). Listen my children, and you will hear---. Foreign Language Annuals, 17, 343-344.zh_TW
dc.relation.reference (參考文獻) Kinoshita, C. Y. (2003). Integrating language learning strategy into ESL/EFL lessons. The Internet TEST Journal, Vox, IX, No.4, Aprilzh_TW