Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/31808
|
| Title: | Advance Organizers with Video Instruction on Industrial Vocational High School Students` Listening Comprehension |
| Authors: | 蔡朱蓉 |
| Contributors: | 崔正芳
蔡朱蓉 |
| Keywords: | Advance Organizer
Video
listening comprehension |
| Date: | 2004 |
| Issue Date: | 2009-09-14 12:16:46 (UTC+8) |
| Abstract: | 本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。
研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測，並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材，而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週，實驗前給予兩組學生學習背景問卷調查，實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知，受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步，其中又以高分群的成效最佳。
最後，由此研究結果提出工職英語聽力教學之具體建議。期盼對職校英語聽力學習環境、學習者、及授課教師皆有所助益。
Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels.
The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance.
The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools. |
| Reference: | Adams, S. J. (1982). Scripts and recognition of unfamiliar vocabulary: Enhancing second language reading skills. The Modern Language Journal 66, 155-159.
Allen, D. J. (1969). Some effects of advance organizers and level of retention of written social studies material. (Doctoral dissertation, University of California.) Dissertation Abstracts International, 30, 4267A. (University Microfilms No. 70-6036)
Anderson, B. W. (1973). The effect of per-versus post-organizers upon retention of economic concepts at the collegiate level. (Doctoral dissertation, University of Iowa). Dissertation Abstracts International, 34,3819A. (University Microfilms No. 73-30, 894)
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-72.
Ausubel, D. P. (1961). The role of discriminability in meaningful verbal learning and retention. Journal of Educational Psychology, 52, 266-74.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.
Ausubel, D. P., & Fitzgerald, D. (1961). The role of discriminabiliry in meaningful parallel learning and retention. Journal of Educational Psychology, 52, 266-274.
Ausubel, D. P., & Fitzgerald, D. (1962). Organizer, general background, and antecedent learning variables in sequential verbal learning. Journal of Educational Psychology, 53, 243-249.
Ausubel, D. P., & Youssef, M. (1963). The role of discriminability in meaningful
Parallel learning. Journal of Education Psychology, 54, 331-336.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt. Rinehart, and Winston, Inc.
Teng, H. C. (2000). An investigation of English learning strategies used by technology college students. The Fifteenth Technological and Vocational Education Conference of Republic of China: General Vocational Education and Humanities I, 169-77. Taipei: Jinwen Institute of Technology.
Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29 (3), 331-42.
Ur, P. (1984). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
Wang, W. Y. (2002). Effects of gender and proficiency on listening comprehension strategy use by Taiwanese EFL senior high school students—A case from Changhua, Taiwan. Unpublished M. A. thesis. Taiwan: National Changhua University of Education.
Weisberg, J. S. (1970). The use of visual advance organizers for learning earth science concepts. Paper presented at the meeting of the National Association for Research in Science Teaching, Minneapolis. (ERIC Document Reproduction Service No. ED 040 054)
王保進(民92)。視窗版SPSS與行為科學研究。心理出版社。第二版。頁 587。
職業學校各類科課程標準總綱 (民 87) 。教育部技術及職業教育司編印。
高級中等學校學課程標準總綱 (民 84) 。教育部中等教育司編印。
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978b). Educational psychology: A cognitive view, 2nd. Edition, New York: Holt, Rinehart, and Winston, Inc.
Bacon, S. M. (1992a). Phases of listening to authentic input in Spanish: A descriptive study. Foreign Language Journal, 25 (4), 317-34.
Barnes, B. R. & Clawson, E. U. (1975). Do advance organizers facilitate learning? Recommendations for further research based on an analysis of 32 students. Review of Educational Research, 45 (4), 637-659.
Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction.
In L. B. Resnick (Ed.), Knowing, Learning, and Instruction, 361-392. Hillsdale, NJ: Lawrence Erlbaum.
Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania, 78 (12), 316-29.
Bernhand, E., & James, C. (1987). The teaching and testing of comprehension in foreign language learning. In D. W. Brickbichler (Ed.), Proficiency, policy, and professionalism in foreign language education, 65-81. Lincolnwood, IL: National Textbook Company.
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, 717-26.
Call, M. E. (1985). Auditory short-term memory, listening comprehension, and the input hypothesis. TESOL Quarterly 19, 765-81
Carrell, P. L.& Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-73.
Chamot, A. U. (1990). Learning strategies instruction in the foreign language classroom: Listening. ERIC Document Reproduction Service No. ED 343 441.
Chao, Y. G. (1996). The influence of strategy use on comprehension and recall of authentic English listening texts by Chinese EFL students in Taiwan. Unpublished doctoral dissertation, University of Minnesota, Minnesota.
Chao, Y. G. (1998). Gender differences in the use of EFL listening strategies. Pai-sha Review:Proceedings of the Second Conference, 161-180. Changhua: Department of English, National Changhua University of Education.
Chao, Y. G. (1999). EFL listening strategies by English majors in Taiwan. Proceedings of the Sixteenth Conference on English Teaching and Learning in R.O.C., 465-479. Taipei: Crane.
Chao, Y. G., Wang, W. Y. (2002). Senior high school students’ listening comprehension strategy use. Proceedings of Nineteenth International Conference on English Teaching & Learning in the Republic of China. Taipei: Crane.
Chastain, K. (1971). Developing second-language skills: Theory to practice. Chicage: Rand McNally College Publishing.
Chien, C. N. & Li, W. (1997). A preliminary investigation of the listening strategies of EFL learners. Chung Yuan Journal, 25(2), 45-66.
Chung, J.-M. (1996). The effects of using advance organizes and captions to introduce video in the foreign language classroom. TESL Canada Journal, 14(1), 61-65.
Chung, J.-M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32( 3), 295-308.
Chung, J.-M., & Huang, S. C. (1998). The effects of three aural advance organizers for video viewing in the foreign language classroom. System, 26(4), 553-565.
Chung, J-M. (2002). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals, 35(2), 231-41.
Conard, L.(1985). Semantic versus syntactic cues in listening comprehension.Studies in Second Language Acquisition, 1, 59-72.
Dunkel, P. (1968). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly, 22 (2), 259-81.
Fitzgerald, D., & Ausubel, D. P. (1963) Cognitive versus affective factors in the learning and retention of controversial material. Journal of Educational Psychology, 54, 73-84.
Gesis, P. A., & Mayer, R. (1998). Improving listening skills. ERIC Document Reproduction Service No. ED 426 613.
Glisan, E. W. (1985). The effect of word order on listening comprehension and pattern retention: an experiment in Spanish as a foreign language. Language Learning, 35(3), 443-69.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-69.
Goss, B. (1982). Listening as information processing. Communication Quarterly, 30, 304-307.
Groteluescher, A., & Sjogren, D. C. (1968). Effects of differentially structured introductory materials and learning tasks on learning transfer. American Educational Research Journal, 5(2), 191-202.
Hartley, J., & Davies, I. K. (1976). Preinstructional strategies: The role of pretests, behavioral objectives, overviews, and advance organizers. Review of Educational Research, 46, 239-65.
Herron, C. (1994). An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. Modern Language Journal, 78, 190-98.
Herron, C., Hanley, J. E. B., & Cole, S. P.( 1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. Modern Language Journal, 79, 387-95.
Herron, C., York, H., Cole, S. P., & Linden, P. (1998). A comparison study of student retention of foreign language video: Declarative versus interrogative advance organizer. Modern Language Journal, 82, 237-46.
Huang, X., & Naerssen, M. V. (1987). Learning strategies for oral communication. Applied Linguistics, 8, 287-307.
Hudson, T. (1982). The effects of induced schemata on the “Short Circuit” in L2 reading: Non decoding factors in L2 reading performance. Language Learning, 32, 1-31.
Imhof, M. (2000). How to monitor listening more efficiently: Meta-cognitive strategies in listening. International Journal of Listening. ERIC Document Reproducation Service No. ED 438 583.
Imhof, M. (2001). How to listen more efficiently: Self-monitoring strategies in listening. International Journal of Listening, 15, 2-19.
Jaben, T. H. (1986). Implementation of creative listening strategies in the classroom. ERIC Document Reproduction Service No. ED 269 831.
Johnson, P. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16, 503-16.
Kauffmann, R. (1996). Writing to read and reading to write: Teaching literature in the foreign language classroom. Foreign Language Annals, 29, 396-402.
Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced foreign language learners. IRAL 29, 135-49.
King, A. (1994). Autonomy and question asking: The role of personal control in guided student-generated questioning. Learning and Individual Differences, 6, 163-85.
Ku, P. Y. (1998). Strategies associated with listening comprehension of EFL students in Taiwan. The Proceedings of the Seventh International Symposium on English Teaching, 2, 581-591. Taipei, Crane.
Kuhn, D. J., & Novak, J. D. (1971). A study of cognitive subsumption in the life sciences. Science Education, 55 (3), 309-320.
Landry, D. L. (1969). The neglect of listening. Elementary English, 17, 599-695.
Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Proceedings of the Fourteenth Conference on English Teaching and Learning in R.O.C., 393-412. Taipei: Crane.
Lee, J. F. & Riley, G. (1990). The effect of pre-reading , rhetorically-oriented frameworks on the recall of two structurally different expository texts. Studies in Second Language Acquisition, 12. 25-41.
Lin, S. H. (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. Unpublished master thesis, National Kaohsiung Normal University, Kaohsiung, ROC.
Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. The Modern Language Journal, 73 (1), 31-40.
Markham, P. & Latham, M. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students.
Language Learning, 37, 157-70.
McCormick, C. B., & Pressley, M. (1997). Educational psychology: Learning, instruction, assessment. New York: Longman. Pichert, J. W., & Anderson, R. C. (1997). Taking different perspectives in a story. Journal of Education Psychology, 69, 309-315.
McGruddy, R. (1998). The effect of listening comprehension strategy training with advanced level ESL students. Abstrate from: UMI ProQuest Digital Dissertation: Publication Number : AAT 9916234.
Merrill, M. D. & Stolurow, L. M. (1966). Hierarchical preview vs. problem oriented review in learning an imaginary science. American Educational Research Journal, 3, 251-61.
Morley, J. (1972). Improving aural comprehension. Ann Arbor, MI: University of Michigan Press.
Mueller, G. A. (1980). Visual contextual clues and listening comprehension: An experiment. The Modern Language Journal, 64, 335-40.
Murphy, J. M. (1985). Investigation into the listening strategies of ESL college students. Paper, TESOL. New York.
Neisser, U. (1976). Cognition and reality: Principles and implications of cognitive psychology. San Francisco: W. H. Freeman.
Neisworth, J. T. (1968). The use of advance organizers with the educable mentally retarded. (Doctoral dissertation, University of Pittsburgh, 1967). Dissertation Abstracts, 28, 4539A. (University Microfilms No. 68-07515)
Newell, J. (1984). Advance organizers: Their construction and use in instructional development. ERIC ED: 298 908
Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12, 107-16.
Omaggio, A. C. (1993). Teaching language in context. 2nd ed. Boston: Heinle.
O’Malley, J. M., Chamot, A. U., & kupper, 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. New York: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. Abstrate from: UMI ProQuest Digital Dissertation: Publication Number : AAT 9955135.
Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives in a story.
Journal of Educational Psychology, 69, 309-315.
Richards, J. C. (1988). Designing instructional materials for teaching listening comprehension. ERIC Document Reproduction Service No. ED 343 416.
Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41(2), 235-73.
Rubin, J. (1990). Improving foreign language listening comprehension. Georgetown In J. E. Alatis, Ed. Georgetown University Round Table, 309-16. Georgetown University Press.
Rubin, Joan. Personal communication. May 11, 1993.
Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. Chapter 2 (pp. 33-58) in R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.) Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
Scandura, J. M., & Wells, H. N. (1967). Advance organizers in learning abstract mathematics. American Educational Research Journal, 4, 295-301.
Schallert, D. C. (1976). Improving memory of prose: The relationship between depth of processing and context. Journal of Verbal Learning and Verbal Behavior, 15, 621-32.
Schumer, A. B. (1997). The implementation of a metacognitive program to promote effective listening strategies and increase listening comprehension in four-grade students. Abstract from: UMI ProQuest Digital Dissertation: Publication Number: AAT 9813544.
Schwartz, A. M. (1998). Listening in a foreign language. ERIC Document Reproduction Service No. ED 433 723.
Shrum, J. L., & Glisan, E. W. (1994). Teacher’s handbook. Boston: Heinle & Heinle.
Stahl, S. (1983). Differential word knowledge and reading comprehension. Journal of Reading Behavior 15(4), 33-50.
Steinbrink, J. E. (1970). The effects of advance organizers for teaching geography to disadvantaged black elementary students. (Doctoral dissertation, University of Georgia, 1970). Dissertation Abstracts International, 1971, 31, 5949 A. (University Microfilms No. 71-13,133)
Swaffar, J., & Vlatten, A. (1997). A sequential model for video viewing in the foreign language curriculum. Modern Language Journal, 81, 175-188.
Taglieber, L. K., Johnson, L. L., & Yarbrough, D. B. (1988). Effects of prereading activities on EFL reading by Brazilian college students. TESOL Quarterly, 22(3), 455-72.
Teng, H. C. (1996). An investigation of EFL listening comprehension strategies used by college freshmen in Taiwan. Research report submitted to National Science Council (NSC 85-2418-H-224-002).
Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. In J. Katchen and Y-N. Leung (Eds.), The Proceedings of the Sixth International Symposium on English Teaching, 509-520. Taipei: Crane.
Teng, H.C. (1998). A study of EFL listening comprehension strategies. ERIC Document Reproduction Service No. ED 422 745. |
| Description: | 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
91951017
93 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0091951017 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| index.html | 0Kb | HTML2 | 1349 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
