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題名 全民英檢聽力測驗題型對國中生聽力策略選擇影響之研究
A study of effects of question types on junior high students` listening strategy choice while taking GEPT listening test
作者 何佩融
Ho, Pei Jung
貢獻者 黃淑真
Huang, Shu Chen
何佩融
Ho, Pei Jung
關鍵詞 聽力策略
GEPT
聽力測驗
listening strategy
全民英檢
listening test
日期 2012
上傳時間 2-Sep-2013 17:44:17 (UTC+8)
摘要 本研究旨在比較國中學生在全民英檢聽力測驗中不同聽力題型之測驗結果，並探究聽力題型是否造成學生聽力策略選擇之差異。
本研究對象為宜蘭一所公立國中八年級六個班級共177位學生。研究工具為全民英檢初級聽力測驗以及聽力策略問卷。問卷內容以Vandergrift(1997)的聽力策略分類為架構，改編自蘇曉雯(2007)自編問卷。問卷回收後資料以統計軟體SPSS 17.0進行敘述性統計、單因子變異數分析及雙因子變異數分析，獲得結果簡述如下：
1.國中學生在全民英檢聽力測驗四種題型中的聽力表現有所差異。四種題型的不同因素包括了聽力內容中參與談話者的人數、聽力內容所包含的難字以及測驗題型是否提供圖片輔助。
2.整體來說，在聽力測驗作答時，國中學生較常使用後設認知策略。例如:理解監測(monitoring)，選擇性專注(selective attention)和前導組織(advance organizers)。然而，若細究不同的聽力題型，學生則較常使用不同認知策略。例如:當遇到較長的聽力內容，學生較常使用摘要(summarization)策略。而遇到較難的聽力內容，學生則慣用由下自上(bottom-up)策略。
3.綜觀不同語言能力之學生在不同題型中使用聽力策略的差異，本研究發現學生之語言能力與題型對聽力策略使用上並無交互作用。整體而言，高低成就學生
在四種不同題型中使用相似的聽力策略。然而，若細究各項不同聽力策略的使用頻率，則高低成就者中所慣用的聽力策略有所不同。
根據統計及問卷調查結果，本研究最後提供教學上相關建議以供參考。第一，教師可協助學生分析試題題型，以幫助作答。第二，教師應提供學生不同類型之聽力練習，讓學生嘗試使用不同聽力策略。第三，教師可請高成就學生分享聽力理解過程，以幫助低成就學生能有更好的聽力表現。
The major purpose of the study is to examine whether question types influence junior high students’ listening performance and their listening strategy choice. The study is mainly concerned with three aspects: (1) whether students performed differently among the four different question types of GEPT listening section; (2) what kind of strategies did junior high students tend to use in the four types of questions; (3) whether proficiency level played a significant role in listening strategy choice among four question types.
GEPT elementary level of listening comprehension test and a questionnaire were used to collect quantitative data from 177 students in one public junior high school in Yilan Area. The items in the questionnaire were mainly adapted from Su (2007), which followed Vandergrift’s (1997) classification of strategy use. In this study, statistical analysis, including descriptive statistics, one-way ANOVA with Scheffe post- hoc test and two-way ANOVA were used to analyze the collected data.
The major findings are summarized as follows:
1.Junior high students performed differently in the four different types of listening questions. Factors that differentiate the four question types include the number of speaker, the content itself and the presence of pictures.
2.Generally speaking, junior high students tended to use metacognitive strategies, such as monitoring, selective attention and advance organizers more often in different question types. However, in specific question types, students appeared to have preference in using certain cognitive strategies. For example, students were
inclined to use summarization when encountering question type with longer listening text. They also tended to use bottom-up strategies to tackle with more difficulty text.
3.There was no significant interaction effect between question types and proficiency level. Overall on the four question types, students with high and low levels used same strategies. However, when examining strategy items specifically, high and low achievers had different preference for using strategy in different question types.
Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper. First, teachers could help students analyze question types before listening test. Second, teachers could give students more kinds of listening activities to make students experience the effectiveness of using different kinds of listening strategies. Third, teachers could invite high level listeners to share their listening process so that low level listeners might learn from them.
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publishers.
Arbib, M. A., Hill, J., & Conklin, J. (1987). From schema theory to language. Oxford:
Oxford University Press.
Bacharach, V. R., Carr, T. H., & Mehner, D. S. (1976). Interactive and independent contributions of verbal descriptions to children`s picture memory. Journal of Experimental Child Psychology, 22(3), 492-498.
Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing, 17(1), 1-42.
Bacon, S. M. (1992). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75(2), 398-412.
Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice1. Foreign Language Annals, 31(2), 169-190.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-531.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Chang, A. C. S. (2009). EFL listeners’ task-based strategies and their relationship with listening performance. TESL-EJ, 13(2).
Chuang, M.C. (2009). A study of junior high school students` problems in English listening comprehension from students` and teachers` perspectives. (Unpublished master`s thesis). National Chengchi University, Taiwan.
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Gildea, P., Miller, G. A., & Wurtenberg, C. L. (1988). Contextual enrichment by videodisc: A first report. Princeton: Princeton University, Cognitive Science Laboratory.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951017
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951017
資料類型 thesis
dc.contributor.advisor 黃淑真zh_TW
dc.contributor.advisor Huang, Shu Chenen_US
dc.contributor.author (Authors) 何佩融zh_TW
dc.contributor.author (Authors) Ho, Pei Jungen_US
dc.creator (作者) 何佩融zh_TW
dc.creator (作者) Ho, Pei Jungen_US
dc.date (日期) 2012en_US
dc.date.accessioned 2-Sep-2013 17:44:17 (UTC+8)-
dc.date.available 2-Sep-2013 17:44:17 (UTC+8)-
dc.date.issued (上傳時間) 2-Sep-2013 17:44:17 (UTC+8)-
dc.identifier (Other Identifiers) G0098951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59628-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951017zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在比較國中學生在全民英檢聽力測驗中不同聽力題型之測驗結果，並探究聽力題型是否造成學生聽力策略選擇之差異。
本研究對象為宜蘭一所公立國中八年級六個班級共177位學生。研究工具為全民英檢初級聽力測驗以及聽力策略問卷。問卷內容以Vandergrift(1997)的聽力策略分類為架構，改編自蘇曉雯(2007)自編問卷。問卷回收後資料以統計軟體SPSS 17.0進行敘述性統計、單因子變異數分析及雙因子變異數分析，獲得結果簡述如下：
1.國中學生在全民英檢聽力測驗四種題型中的聽力表現有所差異。四種題型的不同因素包括了聽力內容中參與談話者的人數、聽力內容所包含的難字以及測驗題型是否提供圖片輔助。
2.整體來說，在聽力測驗作答時，國中學生較常使用後設認知策略。例如:理解監測(monitoring)，選擇性專注(selective attention)和前導組織(advance organizers)。然而，若細究不同的聽力題型，學生則較常使用不同認知策略。例如:當遇到較長的聽力內容，學生較常使用摘要(summarization)策略。而遇到較難的聽力內容，學生則慣用由下自上(bottom-up)策略。
3.綜觀不同語言能力之學生在不同題型中使用聽力策略的差異，本研究發現學生之語言能力與題型對聽力策略使用上並無交互作用。整體而言，高低成就學生
在四種不同題型中使用相似的聽力策略。然而，若細究各項不同聽力策略的使用頻率，則高低成就者中所慣用的聽力策略有所不同。
根據統計及問卷調查結果，本研究最後提供教學上相關建議以供參考。第一，教師可協助學生分析試題題型，以幫助作答。第二，教師應提供學生不同類型之聽力練習，讓學生嘗試使用不同聽力策略。第三，教師可請高成就學生分享聽力理解過程，以幫助低成就學生能有更好的聽力表現。		zh_TW
dc.description.abstract (摘要) The major purpose of the study is to examine whether question types influence junior high students’ listening performance and their listening strategy choice. The study is mainly concerned with three aspects: (1) whether students performed differently among the four different question types of GEPT listening section; (2) what kind of strategies did junior high students tend to use in the four types of questions; (3) whether proficiency level played a significant role in listening strategy choice among four question types.
GEPT elementary level of listening comprehension test and a questionnaire were used to collect quantitative data from 177 students in one public junior high school in Yilan Area. The items in the questionnaire were mainly adapted from Su (2007), which followed Vandergrift’s (1997) classification of strategy use. In this study, statistical analysis, including descriptive statistics, one-way ANOVA with Scheffe post- hoc test and two-way ANOVA were used to analyze the collected data.
The major findings are summarized as follows:
1.Junior high students performed differently in the four different types of listening questions. Factors that differentiate the four question types include the number of speaker, the content itself and the presence of pictures.
2.Generally speaking, junior high students tended to use metacognitive strategies, such as monitoring, selective attention and advance organizers more often in different question types. However, in specific question types, students appeared to have preference in using certain cognitive strategies. For example, students were
inclined to use summarization when encountering question type with longer listening text. They also tended to use bottom-up strategies to tackle with more difficulty text.
3.There was no significant interaction effect between question types and proficiency level. Overall on the four question types, students with high and low levels used same strategies. However, when examining strategy items specifically, high and low achievers had different preference for using strategy in different question types.
Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper. First, teachers could help students analyze question types before listening test. Second, teachers could give students more kinds of listening activities to make students experience the effectiveness of using different kinds of listening strategies. Third, teachers could invite high level listeners to share their listening process so that low level listeners might learn from them.		en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract viii
English Abstract x
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 4
Research Questions 5
Chapter Two: Literature Review 7
The Process of Listening Comprehension 7
Features of Spoken Language 9
Variables Influencing Listening Comprehension 10
Text Factors in Listening Comprehension 11
Issues on Listening Strategies 17
Strategy Use Under Listening Test-Taking Condition 18
Taxonomy of Listening Comprehension Strategies 19
Related Studies of Listening Comprehension Test and Listening Strategies 21
Concluding Remarks of Chapter Two 25
Chapter Three: Methodology 27
Participants 27
Instruments 28
Procedures 32
Data Analysis 35
Chapter Four: Results 37
Research Question 1 37
Research Question 2 40
Research Question 3 46
Chapter Five: Discussion and Conclusion 57
Students’ Performance on Different Question Types 57
Strategy Choice among Four Question Types 63
Language Proficiency Question Types and Stratey Use 67
Pedagogical Implications 68
Limitation of the Present Study and Suggestion for Future Research 70
Reference 73
Appendix 81
APPENDIX A 81
Qusetionnaire of Listening Strategy Use 81		zh_TW
dc.format.extent 485971 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951017en_US
dc.subject (關鍵詞) 聽力策略zh_TW
dc.subject (關鍵詞) GEPTzh_TW
dc.subject (關鍵詞) 聽力測驗zh_TW
dc.subject (關鍵詞) listening strategyen_US
dc.subject (關鍵詞) 全民英檢en_US
dc.subject (關鍵詞) listening testen_US
dc.title (題名) 全民英檢聽力測驗題型對國中生聽力策略選擇影響之研究zh_TW
dc.title (題名) A study of effects of question types on junior high students` listening strategy choice while taking GEPT listening testen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
Anderson, J. R. (1995). Cognitive psychology and its implications. New York: Worth
publishers.
Arbib, M. A., Hill, J., & Conklin, J. (1987). From schema theory to language. Oxford:
Oxford University Press.
Bacharach, V. R., Carr, T. H., & Mehner, D. S. (1976). Interactive and independent contributions of verbal descriptions to children`s picture memory. Journal of Experimental Child Psychology, 22(3), 492-498.
Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing, 17(1), 1-42.
Bacon, S. M. (1992). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input. Hispania, 75(2), 398-412.
Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice1. Foreign Language Annals, 31(2), 169-190.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-531.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Chang, A. C. S. (2009). EFL listeners’ task-based strategies and their relationship with listening performance. TESL-EJ, 13(2).
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