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論文中文名稱:英語聽力策略教學對台灣高中生之影響 [以論文名稱查詢館藏系統]
論文英文名稱:EFL Listening Comprehension Strategies for Taiwanese Senior High Students [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:應用英文系碩士班
畢業學年度:104
畢業學期:第一學期
中文姓名:陳彥伶
英文姓名:Cynthia Chen
研究生學號:100548504
學位類別:碩士
語文別:英文
口試日期:2015/10/06
指導教授中文名:洪媽益
指導教授英文名:Michael Tanangkingsing
口試委員中文名:賀一平;陳雅玫
中文關鍵詞:英語聽力理解、聽力策略教學、台灣高中生、批叛性思考
英文關鍵詞:EFL listening comprehension, listening strategy instruction, Taiwanese senior high students, critical thinking
論文中文摘要:本研究旨在探討英語聽力策略教學對台灣高中生之影響。由於104學年起,各大學入學考試將全面採納英語聽力測驗成績,對此政策認同者認為這將會有效改善學生的學習方向,並提升高中學生之英語聽力,但反對者卻認為此政策只會帶給高中學生更大的升學壓力。身為教師的我們無論認同此項政策與否,提升學生的英語聽力是勢在必行的。我們花了許多的時間加強學生的閱讀與寫作能力,但英語聽力的重要性卻被忽略了。因此,本研究將檢驗英語聽力策略是否可以有效地達成高中學生英語聽力提升之預期成效。
本研究對象為桃園縣新興高中之3個高二班級,共156位學生,在研究中使用的工具包括英語聽力策略問卷,英語聽力前測,後測試卷和批判性思維能力的調查問卷。首先,156位全部受測者將接受英語聽力前測。接著,其中2個班級,105名實驗組之學生接受為期8週,每次20分鐘之英語聽力策略指導及練習,其餘的51名對照組之學生將不接受英語聽力策略的指導。
這項研究的主要結果總結如下。首先,聽力策略教學和聽力理解之間存在正相關關係。實驗組的受試者進行聽力策略教學後之聽力測試比對照組顯著好。二,實驗組B在接受批判性思維能力的策略教學後之總體問卷調查,大部分學生感到有信心處理聽力策略指導聽完任務。其結果也顯示批判性思維和英文聽力理解之間的正相關關係。最後,在研究結束時祈使能提供在台灣高中之英語聽力策略教學上有進一步的研究啟示和建議。

關鍵詞:英語聽力理解、聽力策略教學、台灣高中生、批叛性思考。
論文英文摘要:This study aimed to look into the adoption of EFL listening strategies in teaching Taiwanese senior high school students. Since the listening comprehension test will be incorporated into the college entrance exam in the 2015 academic year, and each university will adopt English listening comprehension test scores. People for the policy agree that it will improve high school students’ listening abilities while those against the policy think that it only puts extra pressure on high school students. Whether high school teachers in Taiwan approve of it or not, improving students’ listening skills is essential especially at the present time. In the past, as second language educators, the teachers spent tons of time strengthening students’ reading and writing abilities; however, the importance of listening abilities has been neglected. Therefore, the present study will examine if adopting English listening strategies can effectively improve students’ listening comprehension.
Participants in this study were three eleventh-grade classes of 156 students in Shinshing Senior high school of Taoyuan County in Taiwan. The instruments used in the study consisted of listening pre-test, post-test and a critical thinking skills questionnaire.
The major findings of the study were summarized as follows. First, there was a positive correlation between listening strategy instruction and listening comprehension. The subjects in the experimental groups performed significantly better than the control group in the post-test of listening comprehension after the listening strategy instruction. Second, in an overall questionnaire of the responses by the experimental group B, which received the treatment of critical thinking skills, most of the students felt confident in dealing with listening tasks after the listening strategy instruction. And the results explored the positive relationship between critical thinking and listening performance. Finally, pedagogical implications and suggestions for further study were provided at the end of the study.
Keywords: EFL listening comprehension, listening strategy instruction, Taiwanese senior high students, critical thinking
論文目次:TABLE OF CONTENTS
ABSTRACT (CHINESE) i
ABSTRACT (ENGLISH) ii
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER 1 INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Definition of Terms 4
1.3 Significance of the Study 7
1.4 The Organization of the Study 7
CHAPTER 2 LITERATURE REVIEW 9
2.1 The Significance of Listening Comprehension 9
2.2 Listening Comprehension Strategies 12
2.2.1 Metacognitive Strategies 14
2.2.2 Cognitive Strategies 16
2.2.3 Social/ Affective Strategies 19
2.3 Models of Listening Strategy Instruction 20
2.4 Empirical Studies on Listening Comprehension Strategie23
2.5 Previous Studies in Taiwan 26
CHAPTER 3 METHODOLOGY 35
3.1 Participants 35
3.2 Instrumentation 38
3.3 Procedures 41
3.4 Data Analysis 44
CHAPTER 4 RESULTS AND DISCUSSION 46
4.1 Overview 46
4.2 Demographic Information of the Participants 47
4.3 Results of the Listening Post-test 49
4.4 Results of the Critical Thinking Questionnaire 52
CHAPTER 5 CONCLUSION 60
5.1 Summary of Major Findings 60
5.2 Implications and Applications 64
5.3 Limitations and Suggestions for Future Studies 64

References 66
Appendix 72
Appendix A: Listening Pre-test 72
Appendix B: Listening Post-test 74
Appendix C : Critical Thinking Skills Questionnaire
--English Version 76
Appendix D : Critical Thinking Skills Questionnaire
--Chinese Version 77
Appendix E : Teaching Materials 79
Appendix F : Handout of Listening Comprehension Strategy 85


LIST OF TABLES

Table 2.1 The Inventory of Listening Strategies 13
Table 2.2 Summary of Studies on Listening Strategies 25
Table 2.3 Summary of Studies on Listening Strategies in Taiwan 27
Table 2.4 Paired t-test for two groups’ score on the pre-test and post-test 29
Table 2.5 The Rank of Listening Strategies 32
Table 3.1 Descriptions of the Participants 36
Table 3.2 Descriptions of the critical thinking skills questionnaire 39
Table 3.3 Strategies Instructed in the Experimental Group 41
Table 3.4 Class procedures of 3 groups 43
Table 3.5 Procedures of the Study 44
Table 4.1 Descriptions of the Valid Participants 47
Table 4.2 Variance analysis for different groups’ scores on the pre-test 48
Table 4.3 Descriptive statistics and independent t-test results: A comparison of pre-test and post-test results 48
Table 4.4 Variance analysis for different groups’ score on the post-test 49
Table 4.5 T-test for two groups’ progress on the post-test-A 50
Table 4.6 T-test for two groups’ progress on the post-test-B 50
Table 4.7 Descriptive statistics and independent t-test for the comparison of post-test results 51
Table 4.8 Descriptive Statistics for Critical Thinking 53
Table 4.9 Paired-samples T-tests for Critical Thinking 54
Table 4.10 The correlation between the Top 5 students’ critical thinking and their performances on the listening test 56
Table 4.11 The correlation between the Last 5 students’ critical thinking and their performances on the listening test 57

LIST OF FIGURES

Figure 1 CALLA Five-step Procedure 22
Figure 2 The correlation between the post-test and critical thinking 57
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論文全文使用權限:同意授權於2016-01-05起公開