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 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 2-九月-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.
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).
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.
Chung, U. K. (1994). The effect of audio, a single picture, multiple pictures, or video on second-language listening comprehension (Unpublished master’s thesis). University of Illinois, America.
Duquette, L., & Painchaud, G. (1996). A comparison of vocabulary acquisition in audio and video contexts. Canadian Modern Language Review, 53(1), 143-72.
Early, M. (1989). Using key visuals to aid ESL students` comprehension of content classroom texts. Reading Canada Lecture, 7(4), 202-212.
Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74(3), 311-327.
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge: Cambridge University Press.
Gagne, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning. New York: Harper Collins College Publishers
Gildea, P., Miller, G. A., & Wurtenberg, C. L. (1988). Contextual enrichment by videodisc: A first report. Princeton: Princeton University, Cognitive Science Laboratory.
Goh, C. (2000). A cognitive perspective on language learners` listening comprehension problems. System, 28(1), 55-75.
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182.
Hasan, A. S. (2000). Learners` perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Jung, E. H. S. (2003). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal, 87(4), 562-577.
Kashani, A. S., Sajjadi, S., Sohrabi, M. R., & Younespour, S. (2011). Optimizing visually-assisted listening comprehension. Language Learning Journal, 39(1), 75-84.
Katchen, J. E. (1996). Listening journals: A way to enhance students’ listening strategies. In Twelfth Conference on English Teaching and Learning in ROC (pp. 393-412).
Kim, J. W. (2003). Second language English listening comprehension using different presentations of pictures and video cues. (Unpublished master’s thesis). The University of New South Wales, Australia.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31(4), 713-739.
Lewis, M. N. (1999). How to study foreign languages. UK, Gloucster: Macmillan.
Lin Y.C. (2009). The effects of visual aids and text types on listening comprehension. (Unpublished master`s thesis). National Taiwan Normal University, Taiwan.
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75(2), 196-204.
Luo, J. L. (2005). Effects of test format and text type on listening comprehension and
strategy use. (Unpublished master`s thesis). National Taiwan Normal University, Taiwan.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego: Dominie Press.
Nagle, S. J., & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20(1), 9-26.
Nissan, S., DeVincenzi, F., & Tang, K. L. (1996). An analysis of factors affecting the
difficulty of dialogue items in TOEFL listening comprehension. (TOEFL
Research Rep. No. 51). Princeton, NJ: Education Testing Service.
Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517-537.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA), 12(1), 9-38.
Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12(2), 107-116.
O`malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
O`malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle & Heinle.
Oxford, R. L. (1992). Language learning strategies in a nutshell: update and
ESL suggestions. TESOL Journal, 2(2), 18-22.
Oxford, R., Cho, Y., Leung, S., & Kim, H. J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. IRAL, 42(1), 1-48.
Paris, S. G. (2002). When is metacognition helpful, debilitating, or benign? In Metacognition (pp. 105-120). New York: Springer.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.
Paivio, A. (1969). Mental imagery in associative learning and memory. Indiana: Bobbs-Merrill.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
Purpura, J. E. (1997). An analysis of the relationships between test takers` cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.
Rankin, P. T. (1928). The importance of listening ability. The English Journal, 17,
623-630.
Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1(2), 105-119.
Ritter, S., & Idol-Maestas, L. (1986). Teaching middle school students to use a test-taking strategy. The Journal of Educational Research, 350-357.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: typology and teachability. Language Learning, 41(2), 235-268.
Rost, M. (1994). Introducing Listening. New York: Penguin.
Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221.
Rahimi, A. H. (2012). On the Role of Strategy Use and Strategy Instruction in Listening Comprehension. Journal of Language Teaching and Research, 3(3), 550-559.
Shang, H. F. (2008). Listening strategy use and linguistic patterns in listening comprehension by EFL learners. The Intl. Journal of Listening, 22(1), 29-45.
Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8(1), 23-40.
Su, S. W. (2007). A study of the effects of text type on college student`s listening strategy choice while taking listening comprehension test. (Unpublished master`s thesis). National Changhua University of Education, Taiwan.
Teichert, H. U. (1996). A comparative study using illustrations, brainstorming, and questions as advance organizers in intermediate college German conversation classes. The Modern Language Journal, 80(4), 509-517.
Teng, H. C., & Chan, C. Y. (2008, June). An investigation of metacognitive strategies used by EFL listeners. In International Conference of the Association for Language Awareness. Retrieved from http://www. eric. ed. gov. ezproxy. uwplatt. edu/ERICWebPortal/contentdelivery/servlet/ERICServlet.
Thompson, I. (1995). Testing Listening Comprehension. AATSEEL Newsletter, 37(5), 24-31.
Thompson, I. (1995). Assessment of second/foreign language listening comprehension. A guide for the teaching of second language listening, 30-58.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.
Vandergrift, L. (1999). Facilitating second language listening comprehension:Acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2004). Listen to learn or learn to listen? Annual Review of Applied Linguistics, 24(1), 3-25.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462.
Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79(1), 41-56.
Yen, A. C. (1987). An Assessment of Listening Difficulties Encountered by Chinese College English Majors.( Unpublished master’s thesis). National Kaoshiung Normal University, Taiwan.
Wang, C. Y. (2000). Teaching and learning listening comprehension in the EFL
classroom: Importance, factors, suggestions. Journal of Taichung College of
Technology, 1, 369-388.
Weinstein-shr, G. A. I. L., & Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385-390.
Wolff, D. (1987). Some assumptions about second language text comprehension. Studies in Second Language Acquisition, 9(3), 307-326.
Wu, J. (2008). An investigation of the relationships between strategy use and GEPT test performance. English Teaching and Learning, 32(3), 35-69.
Xu, F. (2008). Listening comprehension in EFL teaching. US-China Foreign Language, 6(1), 21-29.
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 (作者) 何佩融zh_TW
dc.contributor.author (作者) 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 2-九月-2013 17:44:17 (UTC+8)-
dc.date.available 2-九月-2013 17:44:17 (UTC+8)-
dc.date.issued (上傳時間) 2-九月-2013 17:44:17 (UTC+8)-
dc.identifier (其他 識別碼) 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).
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.
Chung, U. K. (1994). The effect of audio, a single picture, multiple pictures, or video on second-language listening comprehension (Unpublished master’s thesis). University of Illinois, America.
Duquette, L., & Painchaud, G. (1996). A comparison of vocabulary acquisition in audio and video contexts. Canadian Modern Language Review, 53(1), 143-72.
Early, M. (1989). Using key visuals to aid ESL students` comprehension of content classroom texts. Reading Canada Lecture, 7(4), 202-212.
Ehrman, M., & Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74(3), 311-327.
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge: Cambridge University Press.
Gagne, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). The cognitive psychology of school learning. New York: Harper Collins College Publishers
Gildea, P., Miller, G. A., & Wurtenberg, C. L. (1988). Contextual enrichment by videodisc: A first report. Princeton: Princeton University, Cognitive Science Laboratory.
Goh, C. (2000). A cognitive perspective on language learners` listening comprehension problems. System, 28(1), 55-75.
Goh, C. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182.
Hasan, A. S. (2000). Learners` perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Jung, E. H. S. (2003). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal, 87(4), 562-577.
Kashani, A. S., Sajjadi, S., Sohrabi, M. R., & Younespour, S. (2011). Optimizing visually-assisted listening comprehension. Language Learning Journal, 39(1), 75-84.
Katchen, J. E. (1996). Listening journals: A way to enhance students’ listening strategies. In Twelfth Conference on English Teaching and Learning in ROC (pp. 393-412).
Kim, J. W. (2003). Second language English listening comprehension using different presentations of pictures and video cues. (Unpublished master’s thesis). The University of New South Wales, Australia.
Lee, J. W., & Schallert, D. L. (1997). The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context. TESOL Quarterly, 31(4), 713-739.
Lewis, M. N. (1999). How to study foreign languages. UK, Gloucster: Macmillan.
Lin Y.C. (2009). The effects of visual aids and text types on listening comprehension. (Unpublished master`s thesis). National Taiwan Normal University, Taiwan.
Lund, R. J. (1991). A comparison of second language listening and reading comprehension. The Modern Language Journal, 75(2), 196-204.
Luo, J. L. (2005). Effects of test format and text type on listening comprehension and
strategy use. (Unpublished master`s thesis). National Taiwan Normal University, Taiwan.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego: Dominie Press.
Nagle, S. J., & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20(1), 9-26.
Nissan, S., DeVincenzi, F., & Tang, K. L. (1996). An analysis of factors affecting the
difficulty of dialogue items in TOEFL listening comprehension. (TOEFL
Research Rep. No. 51). Princeton, NJ: Education Testing Service.
Ockey, G. J. (2007). Construct implications of including still image or video in computer-based listening tests. Language Testing, 24(4), 517-537.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics (CJAL)/Revue canadienne de linguistique appliquée (RCLA), 12(1), 9-38.
Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12(2), 107-116.
O`malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
O`malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle & Heinle.
Oxford, R. L. (1992). Language learning strategies in a nutshell: update and
ESL suggestions. TESOL Journal, 2(2), 18-22.
Oxford, R., Cho, Y., Leung, S., & Kim, H. J. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. IRAL, 42(1), 1-48.
Paris, S. G. (2002). When is metacognition helpful, debilitating, or benign? In Metacognition (pp. 105-120). New York: Springer.
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.
Paivio, A. (1969). Mental imagery in associative learning and memory. Indiana: Bobbs-Merrill.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
Purpura, J. E. (1997). An analysis of the relationships between test takers` cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289-325.
Rankin, P. T. (1928). The importance of listening ability. The English Journal, 17,
623-630.
Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1(2), 105-119.
Ritter, S., & Idol-Maestas, L. (1986). Teaching middle school students to use a test-taking strategy. The Journal of Educational Research, 350-357.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: typology and teachability. Language Learning, 41(2), 235-268.
Rost, M. (1994). Introducing Listening. New York: Penguin.
Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221.
Rahimi, A. H. (2012). On the Role of Strategy Use and Strategy Instruction in Listening Comprehension. Journal of Language Teaching and Research, 3(3), 550-559.
Shang, H. F. (2008). Listening strategy use and linguistic patterns in listening comprehension by EFL learners. The Intl. Journal of Listening, 22(1), 29-45.
Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8(1), 23-40.
Su, S. W. (2007). A study of the effects of text type on college student`s listening strategy choice while taking listening comprehension test. (Unpublished master`s thesis). National Changhua University of Education, Taiwan.
Teichert, H. U. (1996). A comparative study using illustrations, brainstorming, and questions as advance organizers in intermediate college German conversation classes. The Modern Language Journal, 80(4), 509-517.
Teng, H. C., & Chan, C. Y. (2008, June). An investigation of metacognitive strategies used by EFL listeners. In International Conference of the Association for Language Awareness. Retrieved from http://www. eric. ed. gov. ezproxy. uwplatt. edu/ERICWebPortal/contentdelivery/servlet/ERICServlet.
Thompson, I. (1995). Testing Listening Comprehension. AATSEEL Newsletter, 37(5), 24-31.
Thompson, I. (1995). Assessment of second/foreign language listening comprehension. A guide for the teaching of second language listening, 30-58.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.
Vandergrift, L. (1999). Facilitating second language listening comprehension:Acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2004). Listen to learn or learn to listen? Annual Review of Applied Linguistics, 24(1), 3-25.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431-462.
Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79(1), 41-56.
Yen, A. C. (1987). An Assessment of Listening Difficulties Encountered by Chinese College English Majors.( Unpublished master’s thesis). National Kaoshiung Normal University, Taiwan.
Wang, C. Y. (2000). Teaching and learning listening comprehension in the EFL
classroom: Importance, factors, suggestions. Journal of Taichung College of
Technology, 1, 369-388.
Weinstein-shr, G. A. I. L., & Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385-390.
Wolff, D. (1987). Some assumptions about second language text comprehension. Studies in Second Language Acquisition, 9(3), 307-326.
Wu, J. (2008). An investigation of the relationships between strategy use and GEPT test performance. English Teaching and Learning, 32(3), 35-69.
Xu, F. (2008). Listening comprehension in EFL teaching. US-China Foreign Language, 6(1), 21-29.		zh_TW