政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/117149
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113318/144297 (79%)
造訪人次 : 51047335      線上人數 : 943
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/117149


    題名: The Use of Advance Organizers to Prepare College Students to Listen in the Foreign Language Classroom
    在外語課室裡利用前導組織架構促進大專生聽力
    作者: 李陳鴻
    Li, Chen-Hong
    關鍵詞: advance organizer;video-based;mixed-methods study;listening comprehension;culture background cues
    前導組織架構;視頻;混合方式研究;聽力理解;文化背景線索
    日期: 2009-03
    上傳時間: 2018-05-11 15:38:37 (UTC+8)
    摘要: This sequential mixed-methods study examined the effect of the use of advance organizers on a video-based listening comprehension task performed by 124 EFL college students in three experimental conditions. In the first phase, each participant completed an advance organizer activity, watched a video segment, took a listening comprehension test, and completed an attitude survey; the second phase consisted of a focus group discussion, which was used to assist in explaining and interpreting the findings of the quantitative data so as to arrive at a more comprehensive analysis. The results showed that students performed best when they had question preview (QP) as an advance organizer prior to viewing the target video, moderately well when they had summary of major scenes (SMS) with accompanying pictures, and poorest when they had cultural background cues (CBC). Statistical analyses indicated that the QP Group was significantly different from the other two groups; however, the SMS Group and the CBC Group did not differ significantly. The implications of this study and suggestions for future research on the use of advance organizers in the second/foreign language classroom are discussed.
    此混合方式的研究探討124名EFL大專生，在三種研究情境下，使用導組織對於他們在練習聽力活動的影響，在第一階段，每個參與者完成一個前導活動、觀看一個影視片段、做聽力理解測驗、完成一份態度問卷；第二階段包括焦點小組討論，用來協助解釋量化資料分析的結果，以達到較完整的分析。研究結果顯示學生在看影視片段前，先看過問題當為前導時，表現的最好；而學生表現次之，是在他們有取得主要場景的大綱以及圖片時；而表現最差的狀況，是當他們有文化背景的相關線索。統計分析指出，以問題為前導的組別跟其他兩組有顯著上的差異；然而主要場景的大綱以及文化背景兩個組群並無顯著的差異。此研究建議在第二語言/外語課室前導組織架構使用的未來研究方向。
    關聯: Taiwan Journal of TESOL, 6(1),83-110
    臺灣英語教學期刊
    資料類型: article
    顯示於類別:[臺灣英語教學期刊 THCI] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    61-83-110.pdf477KbAdobe PDF2465檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋