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研究生: 黃馨誼
論文名稱: 學位預備華語聽力教材編寫研究
The Study of Chinese Listening Teaching Material for Academic Purposes
指導教授: 信世昌
Hsin, Shih-Chang
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 201
中文關鍵詞: 學位預備聽力教學教材編寫學術講座筆記
英文關鍵詞: academic purposes, listening skills training, teaching material compilation, academic lecture, note-taking
論文種類: 學術論文
相關次數: 點閱:227下載:35
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  • 隨著全球學習華語人口的激增,前來華語地區留學的人數也緊追到英語系國家留學的學生。這些留學生在學習上首先面臨的困難就是要透過華語學習各種專業知識,而目前台灣華語中心的課程並無這種以學位為目的的聽力課程,相關教材也付之闕如。因此本文旨在針對在台留學生對於華語講座聽力技能訓練的學習需求,發展出一套理想的教材編寫模式。
    為達目標,本研究從兩大方向尋求教材發展基礎:一方面回顧學位目的之英語教學專業理論、學位預備聽力教學、學術講座的內涵和語言特色,以及學位目的語言教材編寫等文獻;另一方面站在前述理論的基礎上分析19本現行聽力教材,並對34名台灣和中國大陸的學習者進行問卷調查和訪談的需求分析。調查發現,一部理想的學位預備聽力教材在取材上應廣泛靈活,破除學科限制並適當採用真實材料;在設計上應注重多元學習情景、融合不同聽力和筆記技能,以及綜合語言技能的訓練。
    本研究接著根據上述之研究結果,結合真實性、實用性、針對性、科學性等四大原則編寫教材大綱及單課範例。教材大綱乃針對學術講座的聆聽訓練進行設計,共計十課,分屬「了解講座」、「聆聽及記錄重點」及「聆聽細節」等三個單元。最後邀請學習者與現任華語教師對此教材提出評估意見和修正方向。此教材雖仍待後續研究與改進,但整體而言,學習者與華語教師對其表示肯定,認為整體編排符合教學目標與學習需求;聽力材料豐富多元且貼近真實場景;語言點和練習實用且有效。

    As the number of Chinese language learners continues to rapidly increase, the number of students studying abroad to Mandarin speaking continues to soar as well. The first challenge that these students encounter is learning by listening to lectures delivered in Chinese. Given the lack of listening skills training materials for Chinese for Academic Purposes, this thesis focuses on developing an ideal pattern for compiling listening skills training materials that meet the specific needs of foreign students studying for academic purposes in Taiwan.
    This study reviewed the literature on English for Academic Purposes, theories of second-language listening skills training for academic purposes, the structure and the linguistic features of academic lectures, and the method of compiling second-language teaching materials for academic purposes. Needs analysis was also conducted by analyzing 19 relevant listening skills training materials and by surveying 34 students in Taiwan or China. This study discovered that ideal listening skills training materials should obtain authentic and extensive materials that are applicable across academic subjects. Additionally, ideal training materials should introduce different types of lectures on a variety of topics and integrate different listening skills, note-taking skills, and other communicative skills.
    This study provides a course outline as well as a sample lesson. The outline includes 10 lessons divided into the following 3 units: “Gaining A Sense of the Lecture”, “Listening for and Recording the Key Points” and “Listening for the Details”. The author also invited relevant students and teachers to evaluate and comment on the sample material. Generally they approved of the sample material in that it meets both teaching goals and learning needs, while providing abundant and authentic listening materials, as well as practical and effective linguistic formats and exercises.

    目錄.................................................................................................................................iii 表目錄.............................................................................................................................vi 圖目錄...........................................................................................................................viii 第一章 緒論....................................................................................................................1 第一節 研究背景....................................................................................................1 第二節 研究動機與價值........................................................................................3 第三節 研究目的與待答問題................................................................................5 第四節 研究範圍與名詞定義................................................................................6 第二章 文獻探討.................................................................................................... .......9 第一節 以學位為目的之第二語或外語聽力教學................................................9 一、 以學位為目的之英語教學的內涵和定義.............................................9 二、 學位預備聽力教學的理論基礎...........................................................11 三、 學術講座聽力技能...............................................................................19 四、 學術講座聽力理解策略.......................................................................22 五、 小結.......................................................................................................27 第二節 學術講座的內涵、特色及架構..............................................................28 一、 講座的內涵和形式...............................................................................28 二、 講座的語言特色...................................................................................31 三、 講座的組織架構和語言功能...............................................................34 四、 小結.......................................................................................................37 第三節 學位預備華語聽力教學的現況與需求..................................................38 一、 學位預備語言教學的需求分析理論...................................................38 二、 外籍生入學時的語言能力...................................................................40 三、 學位預備聽力教學的現況...................................................................43 四、 學術華語講座的聽力難點與需求.......................................................45 五、 小結.......................................................................................................50 第四節 學位預備華語聽力教材編寫理論探討..................................................50 一、 特殊目的教材編寫理論.........................................................................51 二、 任務式教學法融入聽力教材編寫.........................................................52 三、 學位預備華語聽力教材的編寫原則.....................................................53 四、 小結.........................................................................................................57 第三章 研究方法.................................................................................................... .....58 第一節 研究取向..................................................................................................58 第二節 研究過程與步驟......................................................................................59 第三節 研究工具..................................................................................................62 一、 外籍留學生需求分析調查表...............................................................62 二、 深度訪談問卷.......................................................................................67 三、 教材評估表...........................................................................................69 第四節 資料蒐集與分析......................................................................................71 一、 現行教材蒐集評估...............................................................................71 二、 需求問卷調查…...................................................................................71 三、 學習者深度訪談…...............................................................................72 四、 專業學科教師深度訪談…...................................................................72 五、 教材回饋與修正…...............................................................................73 第四章 學位預備華語聽力教學需求分析.................................................................74 第一節 現行教材調查評估..................................................................................74 一、 教材分類原則及評估項目...................................................................74 二、 分析評估之對象...................................................................................76 三、 教材的分析與評估...............................................................................77 第二節 學習者問卷調查結果..............................................................................85 一、 受訪者背景資料...................................................................................86 二、 受訪者修習專業課程之情況...............................................................88 三、 聽力訓練之需求...................................................................................94 第三節 深度訪談結果..........................................................................................95 一、 學習者的深度訪談...............................................................................95 二、 專業學科教師的深度訪談.................................................................107 第四節 小結........................................................................................................111 第五章 教材設計與範例編寫....................................................................................113 第一節 編寫及教學設計的原則和模式............................................................113 一、 教材編寫原則.....................................................................................113 二、 教材編寫模式.....................................................................................115 第二節 教材內容規劃........................................................................................118 一、 教材內容大綱.....................................................................................119 二、 各課內容.............................................................................................121 三、 聆聽材料的取得和呈現.....................................................................123 四、 參考手冊內容.....................................................................................125 第三節 學位預備華語聽力教材單課範例........................................................125 第四節 學位預備華語聽力教材參考手冊單課範例........................................142 第六章 教材評估與修正............................................................................................155 第一節 教材評估內容項目...............................................................................155 第二節 現任華語教師之評估與反饋...............................................................156 一、 參與評估之現任華語教師.................................................................156 二、 華語教師對教材的評估.....................................................................156 三、 華語教師對參考手冊的評估.............................................................162 第三節 學習者之評估與反饋...........................................................................162 一、 參與評估之學習者.............................................................................162 二、 學習者對教材的評估.........................................................................163 三、 學習者對參考手冊的評估.................................................................166 第四節 對評估結果之心得與研究修正...........................................................166 一、 整體編排方面.....................................................................................166 二、 語言點方面.........................................................................................167 三、 練習和任務方面.................................................................................168 四、 研究修正.............................................................................................168 第七章 結論與建議....................................................................................................170 第一節 研究結論..............................................................................................170 第二節 研究限制..............................................................................................173 一、 文獻和現行教材蒐集方面.................................................................173 二、 需求分析方面.....................................................................................173 三、 範例編寫方面.....................................................................................174 四、 教材評估方面.....................................................................................174 第三節 未來研究發展建議...............................................................................175 一、 針對學位目的技能的教學研究..........................................................175 二、 學位目的華語本體分析研究..............................................................175 參考資料.......................................................................................................................177 附錄一...........................................................................................................................186 附錄二...........................................................................................................................190 附錄三...........................................................................................................................191 附錄四...........................................................................................................................194 附錄五...........................................................................................................................198 表目錄 表一-1 台灣大專外籍學位生、語言中心(華語中心)與交換生人數……………..1 表二-1 華語和英語的語速……………………………………………………………14 表二-2 影響學術講座聽力的教學因素………………………………………………15 表二-3 影響講座聽力理解的因素……………………………………………………16 表二-4 聽力任務目標分級……………………………………………………………21 表二-5 學術講座聽力微技能…………………………………………………………21 表二-6 學習策略分類…………………………………………………………………23 表二-7 成功學習者常用的學術講座聽力策略………………………………………25 表二-8 筆記型態………………………………………………………………………26 表二-9 講座風格或形式的分類………………………………………………………30 表二-10 講座語言特色………………………………………………………………..31 表二-11 構成講座的語段……………………………………………………………..34 表二-12 講座篇章標記的語言功能與形式…………………………………………..36 表二-13 學位目的語言教學的需求分析……………………………………………..39 表二-14 外籍生申請入學的語言能力標準…………………………………………..40 表二-15 TOCFL聽力理解能力說明………………………………………………….42 表二-16 英國大學學位預備英語聽力課程概況……………………………………..43 表二-17 北京語言大學學位預備漢語聽力課程……………………………………..44 表二-18 文科和理工農醫科專業學生的聽力情形比較……………………………..46 表二-19 學術講座聽力難點類型……………………………………………………..47 表二-20 學位預備聽說課的需求分析………………………………………………..48 表二-21 學位預備華語課程的需求分析……………………………………………..49 表二-22 留學生學習困難……………………………………………………………..49 表三-1 教材評估項目…………………………………………………………………70 表三-2 訪談之學習者列表……………………………………………………………72 表三-3 訪談之專業學科教師列表……………………………………………………73 表四-1 教材評估列表(分別依出版年份排列)……………………………………76 表四-2 學位預備聽力教材的目標聽力技能列表……………………………………79 表四-3 學位預備聽力教材語言知識說明列表………………………………………82 表四-4 專業領域聽力教材練習和任務列表…………………………………………83 表四-5 學位預備聽力教材練習和任務列表…………………………………………83 表四-6 受訪者未能理解講座的因素…………………………………………………91 表四-7 受訪者感覺困難的聽力任務…………………………………………………91 表四-8 受訪者希望加強的聽力技能…………………………………………………94表五-1 「學位預備華語聽力教材」課程大綱……………………………………..119 表六-1 評估表積分之代表意義……………………………………………………..156 表六-2 參與評估之現任華語教師背景資料………………………………………..156 表六-3 華語教師對教材評估結果:整體編排……………………………………..157 表六-4 華語教師對教材評估結果:課文…………………………………………..158 表六-5 華語教師對教材評估結果:語言點………………………………………..159 表六-6 華語教師對教材評估結果:練習…………………………………………..160 表六-7 華語教師對教材評估結果:任務…………………………………………..161 表六-8 華語教師對教材評估結果:版面編排……………………………………..161 表六-9 華語教師對參考手冊評估結果……………………………………………..162 表六-10 參與評估之學習者背景資料…………………………………………..…..163 表六-11 學習者對教材評估結果:整體編排…………………………..…………..163 表六-12 學習者對教材評估結果:課文…………………………………..………..164 表六-13 學習者對教材評估結果:語言點…………………………………..……..164 表六-14 學習者對教材評估結果:練習………………………………………..…..164 表六-15 學習者對教材評估結果:任務…………………………………………....165 表六-16 學習者對教材評估結果:版面編排……………………………………....165 表六-17 學習者對參考手冊評估結果……………………………………………....166   圖目錄 圖一 1台灣大專外籍學位生、語言中心(華語中心)與交換生人數成長圖……..1 圖一 2 101學年度來台正式修讀學位的留學生人數圖……………………………...2 圖一 3 101學年度來台正式修讀學位的留學生之選讀科別………………………...4圖二-1 英語教學各類課程關係圖……………………………………………………11圖二-2 信息處理模式過程示意圖……………………………………………………18 圖二-3 講座進行模式…………………………………………………………………29 圖二-4 華語文能力測驗與漢語水平考試等級對照圖………………………………42 圖二-5 教材設計模型…………………………………………………………………51 圖三 1 本文之研究流程………………………………………………………………60 圖四-1 學位預備聽力教材與相關教材類型…………………………………………75 圖四-2 受訪者主修專業分布圖………………………………………………………86 圖四-3 受訪者年級分布圖……………………………………………………………87 圖四-4 受訪者學習華語時間分布圖…………………………………………………87 圖四-5 受訪者觀點的教學活動難度…………………………………………………89 圖四-6 受訪者聽課的理解情況………………………………………………………90 圖四-7 一年級受訪者依靠筆記回憶上課內容的多寡………………………………93 圖四-8 一年級受訪者依靠筆記回憶上課內容的多寡………………………………93 圖五-2聆聽材料上傳介面….……………………………………………………….124 圖五 3 聽力練習聆聽介面…………………………………………………………..124

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    韓明(2007)。留學生聽力理解策略研究。教育研究,4,105-106。
    劉超英(1993)。從留學生入系聽課的困難看中高級聽力教學。北京:北京大學碩士論文(未出版)。
    劉頌浩(2008)。漢語聽力教學理論與方法。北京:北京大學出版社
    謝文彬(2011)。高級商務華語教材編寫研究─以商務會議與簡報表述能力訓練為例。台北市:國立臺灣師範大學碩士論文(未出版)。
    韓雪松(2010)。基於任務型教學法的漢語聽力教學與練習設計。國際漢語學報,1(1),141-144。
    聶靜怡、薄彤(2012)。「需要分析」與中醫藥對外漢語教學。繼續醫學教育,26(1-2),49-51。

     英文文獻:
    Adamson, H. D. (1990). ESL students’ use of academic skills in content courses. English for Specific Purpose, 9, 67-87.
    Anderson, A., and T. Lynch. 1988. Listening. Oxford: oxford university press.
    Benson, Malcolm J. (1989). The academic listening task: A case study. TESOL Quarterly, 23(3), 421-445.
    Blau, Eileen, K. (1990). The effect of syntax, speed, and pause on listening comprehension. TESOL Quarterly, 24(4), 746-753.
    Brown, George., & Atkins, Madeleine. (1988). Effective Teaching in Higher Education. Routledge.
    Brown, George., & Bakhtar, Mali. (1983). Styles of Lecturing: Research And Faculty Perspectives. Loughborough University of Technology.
    Celce-Murcia, M. (1995). Discourse analysis and the teaching of listening. In G. Cook and B. Seidlhofer, (Eds.), Principle and Practice in Applied Linguistics (pp.363-377). Oxford: Oxford University Press.
    Chaudron, Craig. (1995). Academic listening. In D. Mendelsohn & J. Rubin (eds.), A Guide for Teaching Second Language Listening (pp. 74-96). San Diego: Dominie Press.
    Chaudron, C., & Richards, J. C. (1986). The effect of discourse markers on the comprehension of lectures. Applied Linguistics, 7(2), 113-127.
    Clerehan, Rosemary. (1995). Taking it down: notetaking practices of L1 and L2 Students. English for Specific Purposes, 14(2), 137-155.
    Csomay, Eniko. (2006). Academic talk in American university classrooms: crossing the boundaries of oral-literate discourse? Journal of English for Academic Purposes, 5, 117-135.
    DeCarrico, J., and J. W. Nattinger. (1988). Lexical phrases for the comprehension of academic lectures. English for specific purposes, 7, 91-102.
    Dudley-Evans, A., and T. Johns. (1981). A team teaching approach to lecture comprehension for overseas students. The Teaching of Listening Comprehension, 30-46.
    Dudley-Evans, T., & St John, M. J. (1998). Development in ESP. Cambridge: Cambridge University Press.
    Dunkel, Patricia. (1988). The content of L1 and L2 students’ lecture notes and its relation to test performance. TESOL Quarterly, 22(2), 259-281.
    Dunkel, P., & Davy, S. (1989). The heuristic of lecture notetaking: perceptions of American and international students regarding the value of practice and notetaking. English for Specific Purposes, 8, 33-50.
    Eslami, Z. R., & Eslami-Rasekh, A. (2007). Discourse markers in academic lectures. Asian EFL Journal, 9(1), 22-38.
    Evans, Stephen., & Green, Christopher. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6, 3-17.
    Ferris, Dana., & Tagg, Tracy. (1996). Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2), 297-320.
    Ferris, Dana. (1998). Students’ views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32(2), 289-318.
    Flowerdew, J. (1992). Definitions in science lectures. Applied Linguistics, 13(2), 202-221.
    Flowerdew, J. (1994). Research of relevance to L2 lecture comprehension. In Flowerdew, J. (Ed.), Academic Listening: Research Perspectives (pp. 7-29). Cambridge University Press.
    Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in L2 lectures. RELC Journal, 23(2), 60-80.
    Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 Lectures. TESOL Quarterly, 29(2), 345-373.
    Flowerdew, J., & Peacock, M. (2001a). Issue in EAP: A preliminary perspective. In Flowerdew, J. and Peacock, M. (Eds.), Research Perspectives on English for Academic Purposes. (pp.8-24). Cambridge: Cambridge University Press.
    Flowerdew, J. & Peacock, M. (2001b). The EAP curriculum: Issues, methods, and challenges. In Flowerdew, J. and Peacock, M. (Eds.), Research Perspectives on English for Academic Purposes. (pp.177-194). Cambridge: Cambridge University Press.
    Flowerdew, J., & Tauroza, S. (1995). The effect of discourse markers on second language lecture comprehension. Studies in Second Language Acquisition, 17, 435-458.
    Furman, N., Goldberg, D., & Lusin, N. (2007) Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006. The Modern Language Association of America.
    Goh, C. M. (1998). How ESL learners with different listening ability use comprehension strategies and tactics. Language Teaching Research, 2(2), 124-147.
    Griffiths, Roger. 1990. Speech rate and NNS comprehension: a preliminary study in time-benefit analysis. Language Learning, 40(3), 311-336.
    Griffiths, Roger., & Beretta, Alan. 1991. A controlled study of temporal variables in NS-NNS lectures. RELC Journal, 22(1): 1-19.
    Huang, Jinyan. (2005). Challenges of academic listening in English. College Student Journal, 39(3), 553-569.
    Huang, Jinyan. (2006). English ability for academic listening: how confident are Chinese students? College Student Journal, 40 (1), 218-226.
    Hutchinson, Tom., & Waters, Alan. (1987). English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.
    Hyland, K., & Hamp-Lyons, L. (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1, 1-12.
    Jordan, R. R. (1997). English for Academic Purposes: A guide and resource book for Teachers. Cambridge: Cambridge University Press.
    Jordan, R. R. (2002). The Growth of EAP in Britain. Journal of English for Academic Purposes, 1(1), 69-78.
    Jung, Euen H. (2003). The effect of organization markers on ESL learners' text understanding. TESOL Quarterly, 37(4), 749-759.
    Jung, Euen H. (2006). Misunderstanding of academic monologues by nonnative speakers of English. Journal of Pragmatics, 38, 1928-1942.
    Koren, Shira. (1997). Listening to lecture in L2; Taking notes in L1. TESL-EJ, 2(4).
    Lebauer, Roni. S. (1984). Using lecture transcripts in EAP Lecture Comprehension Courses. TESOL Quarterly, 18(1), 41-53.
    Lee, Joseph. J. (2009). Size Matters: an exploratory comparison of small- and large-class university lecture introductions. English for Specific Purposes, 28, 42-57.
    Lynch, Tony. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10, 79-88.
    Mason, Abelle. (1994). By dint of: Student and lecturer perceptions of lecture comprehension strategies in first-term graduate study. In Flowerdew, J. (Ed.), Academic Listening: Research Perspectives (pp. 199-218). Cambridge University Press.
    Olsen, Leslie, A., & Huckin, Thomsas, N. (1990). Point-driven understanding in engineering lecture comprehension. English for Specific Purposes, 9, 33-47.
    O’Malley, J. M., Chamot, A. U., & Küpper. (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 University Press.
    Porter Don & Roberts Jon. (1981). Authentic listening activities. ELT Journal, 36(1), 37-47.
    Powers, D. E. (1986). Academic demands related to listening skills. Language Testing, 3(1), 1-38.
    Richards, J. C. (1983). Listening Comprehension: approach, design, procedure. TESOL Quarterly, 17(2), 219-239.
    Richards, J. C. (1985). The Context of Language Teaching. Cambridge University Press.
    Richards, J. C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.
    Rost, Michael. (2002). Teaching and Researching Listening. Pearson Education.
    Rounds, Patricia. L. (1987). Characterizing successful classroom discourse for NNS Teaching assistant training. TESQL, 21(4), 642-671.
    Schmidt-Rinehart, Barbara. C. (1994). The Effects of Topic Familiarity on Second Language Listening Comprehension. The Modern Language Journal, 78(2), 179-189.
    Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the Art (pp. 1-13). Singapore: SEAMEO Regional Centre.
    Strodt-Lopez, Barbara. (1991). Tying it all in: Asides in university lectures. Applied Linguistics, 12(2), 117-140.
    Tauroza, Steve. (2001). Second language lecture comprehension research in naturalistic controlled conditions. In Flowerdew, J. and Peacock, M. (Eds.), Research Perspectives on English for Academic Purposes. (pp.360-374). Cambridge: Cambridge University Press.
    Thompson, Susan. (1994). Frameworks and contexts: A genre-based approach to analyzing lecture introductions. English for Specific Purposes, 13(2), 171-186.
    Tsai, Tsai-Fu., & Wu, Yongan. (2010). Effects of note-taking instruction and note-taking languages on college EFL students’ listening comprehension. New Horizons in Education, 58(1), 120-131.
    Tsui, B. M., & Fullilove J. (1998). Bottom-up or top-down processing as a Discriminator of L2 listening process. Applied Linguistics, 19(4), 432-451.
    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. ETL Journal, 53(3), 168-176.
    West, Richard. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.
    Young, Lynne. (1994). University lectures: macro-structure and micro-features. In Flowerdew, J. (Ed.), Academic Listening: Research Perspectives (pp. 159-176). Cambridge University Press.

     中文教材(按照筆劃順序):
    么書君、田衛平(2005)。發展漢語:高級漢語聽力(上)(下)。北京語言大學出版社。
    么書君(2009)。漢語高級聽力教程。北京大學出版社。
    王硯農(1999)。中醫漢語聽力課本。北京:北京語言大學出版社。
    杜厚文(2011)。 基礎科技漢語教程:聽力課本。北京:華語教學出版社。
    李彤(2011)。漢語縱橫:聽力課本。北京語言大學出版社。
    李銘起、王軍(2000)。高級漢語聽力。北京:北京語言文化大學出版社。
    李曉琪(2009)。新絲路商務漢語聽力教程。北京:北京大學出版社。
    孟國(1997)。高級漢語聽力:漢語的原聲和實況 。北京:語文出版社。
    胡曉清(2006)。 高級漢語聽說教程。北京大學出版社。
    蔣以亮(2010)。科普漢語聽記 。北京:北京語言大學出版社。

     英文教材:
    Ruetten, M. K. (1986). Comprehending Academic Lectures. New York: Macmillan.
    Yoneko, K. (2009). Academic Encounters: listening, note taking, and discussion. Series (The Nature World). Cambridge University Press.
    Tanka, J., & Baker L. R. (1996). Interactions Two: a Listening/Speaking Skills book. McGraw-Hill.
    Lynch, T. (2004). Study Listening: a course in listening to lectures and note-taking. Cambridge University Press.
    Dunkel, P., & Pialorsi, F. (2005). Advanced Listening Comprehension. Heinle & Heinle.
    Solomon, E. V., & Shelley, J. (2006). Key Concepts 1: Listening, Note taking, and Speaking Across the Disciplines. Cengage Learning.
    Sarosy, P., & Sherak, K. (2007). Lecture Ready 1: Strategies for Academic Listening, Note-taking, and Discussion. Oxford University Press.
    Lebauer, R. S. (2010). Learn to Listen, Listen to Learn: academic listening and note-taking. Pearson Education.
    Salehzadeh, J. (2011). Academic Listening Strategies: a guide to understanding lectures. The University of Michigan Press

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