政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/94610
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113392/144379 (79%)
造訪人次 : 51229864      線上人數 : 914
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/140.119/94610


    題名: 台灣高中生聽力策略教學之研究
    A Study of Listening Strategy Instruction on Senior High School Students in Taiwan
    作者: 蔡青倩
    Tsai，Ching-chien
    貢獻者: 余明忠
    Yu，Ming-chung
    蔡青倩
    Tsai，Ching-chien
    關鍵詞: 高中生
    聽力策略
    聽力自主
    Senior High School Students
    Listening Strategy
    Listening Autonomy
    日期: 2006
    上傳時間: 2016-05-06 17:07:04 (UTC+8)
    摘要: 本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級
    學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階
    段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成
    績進步情形，聽力策略使用進步情況，及聽力自主改進情況。
    本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練
    習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包
    括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資
    料分析結果如下：
    1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用
    一些聽力策略，而且認知策略最多，情意策略最少。
    2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於
    對照組，顯示聽力策略教學能提升高中生的聽力。
    3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異，
    而且，實驗組在認知策略與情意策略都有顯著進步。
    4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著
    進步。
    5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。
    本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生
    的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。
    The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy.
    This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows.
    First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least.
    Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency.
    Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels.
    Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities.
    Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview.
    This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.
    參考文獻: Anderson, J. (1983). The architecture of Cognition. Cambridge: Harvard University Press.
    Anderson, J. R. (1995). Cognitive psychology and its implications. New York: Freeman.
    Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
    Bacon, S. M. (1992a). Phases of listening to authentic input in Spanish: A descriptive study. Foreign Language Journal, 25(4), 317-333.
    Bacon, S. M. (1992b). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76(2), 160-178.
    Bailey, K. M. (1996). Working for washback: A review of the washback concept in testing. Language Testing, 13(3), 257-279.
    Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
    Benson, P. & Voller, P. (1997). Introduction: Autonomy and independence in language learning. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 1-12). London: Longman.
    Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 169-190.
    Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-531.
    Bialystok, E. (1981). The role of conscious strategies in second language proficiency.
    Modern Language Journal, 65, 34-35.
    Breen, M. P. & Mann, S. J. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 132-149). London: Longman.
    Broady, E. & Kenning, M-M. (1996). Learner autonomy: An introduction to the issues. In E. Broady & M-M Kenning (Eds.), Promoting learner autonomy in university language teaching (pp.9-22). London: Association for French Language studies in Association with CILT.
    Brown, G. (1987). Twenty-five years of teaching listening comprehension. English Teaching Forum, 25(1), 11-15.
    Rubin, J. (1990). Language use, language teaching and the curriculum. In Verner B (Eds.), How learner strategies can inform language teaching. Hong Kong: Institute of Language in Education.
    Carrier, K. A. (2003). Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27, 383-408.
    Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (p.71-83). Engliwood Cliffs, NJ: Prentice-Hall.
    Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1, 14-26. Retrieved June 10, 2005, from http://e-flt.nus.edu.sg/v1n12004/chamot.htm
    Chamot, A. U. & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.
    Chamot, A. U. & O’Malley, J. M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. MA. USA: Addison-Wesley.
    Chan, V. (2001). Learning autonomously: the learners’ perspectives. Journal of Further and Higher Education, 25, 285-300.
    Chan, V. Spratt, M. & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviors. Evaluation and Research in Education, 16, 1-18.
    Chang, S. (1992). A study of language learning strategies that overseas Chinese students in the United States employed and the relation of their strategy use to oral proficiency and other factors. Papers from the Proceedings of the Eighth Conference on English Teaching and Learning in the Republic of China. (pp.443-470). Taipei: Crane Publishing Co.
    Chao, Y. F. (1997). The influence of strategy use on comprehension and recall of authentic listening texts by Chinese EFL students in Taiwan. (Doctoral dissertation, University of Minnesota, Twin Cities, 1996). Dissertation Abstracts International, 57, 3366A.
    Chao, Y. F. (1999). EFL listening strategies by English majors in Taiwan. Papers from the Proceedings of the sixteenth Conference on English Teaching and Learning in the Republic of China. (pp. 465-479). Taipei: Crane Publishing Co.
    Chao, Y. G., & Wang, W. Y. (2002). Senior high school students’ listening comprehension strategy use. Papers from the Proceedings of the Nineteenth Conference on English Teaching and Learning in the Republic of China. (pp.263-285). Taipei: Crane Publishing Co.
    Chen, L. M. (2002). Washback of a public exam on English teaching, (ERIC Document Reproduction Service No. ED 472 167).
    Chene, A. (1983). The concept of autonomy in adult education: A philosophical discussion. Adult Education Quarterly, 34, 34-47.
    Cheng, C. H. (2002). Effects of listening strategy instruction on junior high school students. Unpublished master’s thesis, National Tsing Hua University, Shing-chu, Taiwan.
    Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.
    Conrad, L. (1985). Semantic versus syntactic cues in listening comprehension. Studies in Second Language Acquisition, 7(1), 59-72.
    DeFilippis, D. A. (1980). A study of the listening strategies used by skilled and unskilled college French students in aural comprehension tasks. (Doctoral dissertation, University of Pittsburgh, 1980). Dissertation Abstracts International, 41, 2481A.
    Devine, T. G. (1978). Listening: What do we know about fifty years of research and theorizing? Journal of Reading, 21, 296-304.
    Du-Bacock, B. & Babcock, R. D. (1987). An analysis of English language education and its impact on business practice in Taiwan. (ERIC Document Reproduction Service No. ED 193 332).
    Dunkel, P.A. (1991). Listening in the native and second/ foreign language: Toward an integration of theory and practice. TESOL Quarterly, 25, 431-457.
    Ellis, R. (2003). Understanding second language acquisition. Oxford: Oxford University Press.
    Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT Journal, 52(2), 110-118.
    Fujita, J. N. (1985). A preliminary inquiry into the successful and unsuccessful listening strategies of beginning college Japanese students. (Doctoral dissertation, The Ohio State University, 1984). Dissertation Abstracts International, 45, 2424A.
    Gardner, R. C., Tremblay, P. F. & Masgoret, A-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
    Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
    Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly, 34(4), 769-776.
    Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23, 235-243.
    Hsu, L. S. (2004). A study of the relationship between senior high school students’ English achievement and learner autonomy. Unpublished master’s thesis, National Chung Hua University, Taiwan.
    Huang, S. C. (1999). Learning toward learner autonomy: An example from an English class. Papers from the Proceedings of the Eighth International Symposium on English Teaching, (pp. 477-486). Taipei: The Crane Publishing Co.
    Huang, T. L. (2003). The effect of listening strategy instruction for junior high school students in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
    Hui, L. (2005). Chinese cultural schema of education: Implications for communication between Chinese students and Australian educators, Issues in Educational Research, 15 (1), 17-35.
    Lee, H. M. (1997). A study of the listening comprehension strategies of junior college EFL students in Taiwan. Papers from The Proceedings of the Fourteenth Conference on English Teaching and Learning in the Republic of China (pp. 393-412). Taipei: Crane Publishing Co.
    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.
    Li, J. H., (2004). The effect of learner autonomy promotion on listening comprehension for senior high school students. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
    Little, D. (1991). Learner Autonomy: definitions, issues and problems. Dublin: Authentik.
    Littlewood, W. (1996). “Autonomy”: An anatomy and a framework. System, 24, 427-435.
    Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 79-91). London: Longman.
    Long, D. R. (1989). Second language listening comprehension: A schema-theoretic perspective. Modern Language Journal 73 (1), 32-40.
    Lund, R. J. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75, 196-204.
    Markham, P. & Lathan, M. L. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students. Language Learning, 37, 157-170.
    McLaughlin, B. , Rossman, T. & McLeod, B. (1983). Second language learning: A cognitive perspective. Language Learning, 33, 135-158.
    Mendolsohn, D. (1994). Learning to listen. San Diego: Donimie Press Inc.
    McDonough, S. H. (1995). Strategy and skill in learning a foreign language. London: Edward Arnold.
    Morley, J. (1991). Listening comprehension in second/ foreign language instruction. In Marianne Celce-Murica (Ed.), Teaching English as a second or foreign language. Boston: Heinle and Heinle.
    Murphy, J. M. (1987). The listening strategies of English as a second language college students. Research and Teaching in Developmental Education, 4(1), 27-46.
    Nunan, D. (1998). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL Conference.
    O’Malley, J. M. (1987). The effects of training in the use of learning strategies on learning English as a second language. In A. Wenden & J. Rubin (Ed.), Learning strategies in language learning (pp. 133-144). London: Prentice Hall.
    O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
    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., Stewner-Manzanares, G., Russo, R. P., & Kupper, L. (1985a). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 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, 557-584.
    Oxford, R. L. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17, 235-247.
    Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.
    Oxford, R. L. (1993). Research update on teaching listening. System, 21, 205-211.
    Oxford, R. L., & Burry-Stock, J.A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning. System, 23(2), 153-175.
    Ozeki, N. (2000). Listening strategy instruction for female EFL college students in Japan. Abstract from: UMI ProQuest Digital Dissertation: Publication Number: AAT 9955135.
    Pierson, H. D. (1996). Learner culture and learner autonomy in the Hong Kong Chinese context. In R. Pemberton (Eds.), Taking control: Autonomy in language learning (pp. 49-58). Hong Kong: Hong Kong University Press.
    Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
    Richards, J. C. (1985). The context of language teaching. New York: Cambridge University Press.
    Rinvolucri, M. (1984). Grammar games: cognitive, affective, and drama activation for EFL students. Cambridge: CUP.
    Rose, M. (1995). The effect of listening comprehension strategy training with advanced-level ESL students. Abstract from: UMI ProQuest Digital Dissertation: Publication Number: 9916234.
    Ross, S., & Rost, M. (1991). Learner use of strategies in interaction: Typology and teachability. Language Learning, 41, 235-273.
    Rost, M. (1994). Introducing Listening (pp. 141-142). London: Penguin.
    Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78(2), 199-221.
    Rubin, J. & Thompson, I. (1994). How to be a more successful language learner (2nd ed.). Boston: Heinle & Heinle.
    Rubin, J., Quinn, J., & Enos, J. (1988). Improving foreign language listening comprehension. Report prepared for the U.S. Department of Education, International Research and Studies Program, Washington, DC. (Project No. 017AH70028)
    Scharle, A. & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
    Sheerin, S. (1997). An exploration of the relationship between self-access and independent learning. In P. Benson and P. Voller (Eds.). Autonomy and Independence in Language Learning. (pp. 54-65). London: Longman.
    Shen, H-J. (2003). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals, 36(3), 424-433.
    Teng, H. C. (1997). An investigation of EFL listening strategies by Taiwanese college students. Papers from The proceedings of the sixth international symposium on English teaching (pp. 509-519). Taipei: Crane Publishing Co.
    Thanasoulas, D. (2000). Autonomy and learning: An epistemological approach. Applied Semiotics, 10, 549-555.
    Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.
    Underwood, M. (1989). Teaching listening. London: Longman.
    Vandergrift, L. (1992). The comprehension strategies of second language listeners. Unpublished doctoral dissertation. University of Alberta: Alberta.
    Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. Canadian Modern Language Review, 52(2), 200-223.
    Vandergrift, L. (1997). The comprehension strategies of second language (French) Listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.
    Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70-89.
    Vogely, A. J. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. Modern Language Journal, 79(1), 41-56.
    Wang, W. Y. (2001). Effects of gender and proficiency on listening comprehension strategy use by Taiwanese EFL senior high school students-- a case from Changhua, Taiwan. Unpublished master’s thesis, National Chang-hua Normal University, Taiwan.
    Wenden, A. L. (1991). Learner strategies for learner autonomy. London: Prentice-Hall International.
    Weinstein, C. E. (1988). Learning and study strategies: issues in assessment, instruction and evaluation. San Diego: Academic Press.
    Yang, N. D. (1998). Exploring a new role for teachers: Promoting learner autonomy. System, 26, 127-135.
    描述: 碩士
    國立政治大學
    英語教學碩士在職專班
    92951007
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0929510072
    資料類型: thesis
    顯示於類別:[英語教學碩士在職專班] 學位論文

    文件中的檔案:

    檔案 大小格式瀏覽次數
    index.html0KbHTML21181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