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研究生: 李金安
Jin-An Leo Lee
論文名稱: 聽力理解中後設認知策略的探討
Exploring Metacognitive Strategy Use in Listening Comprehension
指導教授: 陳純音
Chen, Chun-Yin
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2007
畢業學年度: 95
語文別: 英文
論文頁數: 158
中文關鍵詞: 聽力理解策略主題熟悉度後設認知策略學習者信念
英文關鍵詞: listening comprehension strategy, topic familiarity, metacognitive strategy, learners' belief
論文種類: 學術論文
相關次數: 點閱:304下載:72
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  • 摘要

    本研究旨在探討以英文為外語的成功學習者,其後設聽力策略的使用,以及主題熟悉度的影響。
    本實驗研究對象為十二名國立台灣師範大學的學生。依其英文學習年限分成三組。請他們聆聽兩篇短文後進行兩項實驗。立即回想性口頭報告,以了解其後設聽力策略之使用;之後再進行半結構式訪談,進一步檢驗其後設聽力策略使用與影響其使用的因素。
    研究發現,受試者皆能使用後設聽力策略。其較常使用的後設聽力策略前三名分別為:「注意力」、「辨認」、和「監控」策略。就三組間後設聽力策略的使用差異而言,越有經驗的學習者所使用後設聽力測驗的品質,明顯優於經驗較低的學習者。就文章熟悉度而言,聆聽熟悉的主題時,受試者較會使用「計畫」跟「監控」策略;聆聽不熟悉的主題,其則較會使用「注意力」跟「辨認」策略。最後,研究發現,英文學習年限與受試者之良好學習經驗,皆會促成後設聽力策略的使用;到過英語系國家可調整其英文聽力的正向態度;學習者的信念對其設聽力策略使用亦有影響。

    ABSTRACT

    The present study aims to investigate the metacognitive listening strategies used by successful EFL learners in Taiwan, together with the variable of topic familiarity.
    The participants were 12 students at National Taiwan Normal University. According to their number of years of English learning, they were divided into 3 groups. Two experimental instruments were used in the study. Immediate retrospective verbal reports were administered first to the participants to explore their metacognitive listening strategy use. Semi-structured interviews were conducted later to further examine their metacognitive listening strategy use and to find out the factors affecting the use of metacognitive listening strategies.
    The results showed that the participants were good at using metacognitive listening strategies. The top three metacogntive listening strategies frequently used were Attention, Identification, and Monitoring respectively. With regard to the differences of metacognitive listening strategy use among the three groups, it was found that the experienced listeners used metacognitive listening strategies in a better quality than less experienced listeners. With regard to the effect of topic familiarity on metacognitive listening strategy use, the participants used more Planning and Monitoring strategies when listening to the familiar topic and more Attention and Identification when listening to the unfamiliar topic. Finally, it was found that the number of years of learning English and good learning experience contributed to the participants’ use of metacognitive listening strategy, experience of going to English-speaking countries changed the participants’ attitudes towards listening in a positive way, and their beliefs influenced their metacognitive listening strategy use as well.

    TABLE OF CONTENTS Page CHINESE ABSTRACT ...……………………………………………………………..i ENGLISH ABSTRACT ..……………………………………………………………..ii ACKNOWLEDGEMENTS…………………………………………………………..iii TABLE OF CONTENTS……………………………………………………………..iv LIST OF TABLES………………………………………………………………...….vii LIST OF FIGURES…………………………………………………………………viii Chapter One Introduction……………………………………………………………...1 1.1 Motivation…………………………………………………………………………1 1.2 Theoretical Background…………………………………………………………...3 1.3 Research Questions………………………………………………………………..5 1.4 Significance of the Present Study………………………………………………….5 1.5 Organization of the Thesis…………………………………………………………6 Chapter Two Literature Review……………………………………………………….8 2.1 Introduction to Listening Comprehension…………………………………………8 2.1.1 Definition of Listening Comprehension……………………………………8 2.1.2 Features of Listening Comprehension……………………………………...9 2.2 Schema Theory and Listening Comprehension…………………………………..13 2.2.1 Background Knowledge and Listening Comprehension………………….14 2.2.2 Content/Formal Schema and Listening Comprehension………………….16 2.2.3 Topic Familiarity and Listening Comprehension…………………………16 2.2.4 Visuals/Advanced Organizers and Listening Comprehension………..………………………………………………….18 2.3 Listening Comprehension Strategies……………………………………………..19 2.3.1 Effective and Less Effective Learners’ Listening Comprehension Strategies………………………………………………………………………..20 2.3.2 Proficiency Level and Listening Comprehension Strategies……………..23 2.4 Metacognitive Strategies in Listening……………………………………………28 2.5 Factors Affecting Listening Comprehension Strategy Use………………………40 2.5.1 Factors Influencing the Choice of Language Learning Strategy………….40 2.5.2 Learner’s Beliefs and Listening Comprehension Strategy………………..42 2.6 Summary of Chapter Two………………………………………………………..46 Chapter Three Research Design……………………………………………………...47 3.1 Participants……………………………………………………………………….47 3.2 Instruments……………………………………………………………………….48 3.2.1 Listening Lectures………………………………………………………...48 3.2.2 Immediate Retrospective Verbal Report………………………………….50 3.2.2.1 Introduction of Verbal Report……………………………………..50 3.2.2.2 Rational for the Use of Verbal Report……………………………..51 3.2.2.3 Probe Questions……………………………………………………54 3.2.2.4 Design of Immediate Retrospective Verbal Report………………..55 3.2.2.5 Coding Scheme……………………………………………………55 3.2.3 Semi-structured Interview………………………………………………...58 3.3 Procedures………………………………………………………………………..59 3.3.1 Pilot Study………………………………………………………………...59 3.3.2 Revision of the Coding Scheme…………………………………………..62 3.3.3 Selecting Participants……………………………………………………..66 3.3.4 Conducting Immediate Retrospective Verbal Reports……………………66 3.3.5 Conducting Semi-structured Interviews…………………………………..68 3.4 Summary of Chapter Three………………………………………………………70 Chapter Four Results and Discussion………………………………………………..71 4.1 Ranking of Matacongitive Listening Strategy Use………………………………71 4.1.1 Major Categories of Metacognitive Listening Strategies…………………72 4.1.2 Sub-categories of Metacognitive listening Strategies…………………….76 4.2 Matacongitive Listening Strategy Use of Different Groups……………………...85 4.2.1 An Increase in Matacognitive Listening Strategy Use……………………89 4.2.2 A Decrease in Matacognitive Listening Strategy Use…………………….93 4.3 Matacongitive Listening Strategy Use vs. Topic Familiarity…………………...101 4.3.1 Preferred Matacongitive Listening Strategies Used in Familiar Contexts………………………………………………………………..…104 4.3.2 Preferred Matacongitive Listening Strategies Used in Unfamiliar Contexts…………………………………………………………………..107 4.4 Factors Affecting Matacongitive Listening Strategy Use……………………….110 4.5 Summary of Chapter Four………………………………………………………118 Chapter Five Conclusion……………………………………………………………120 5.1 Summary of the Major Findings………………………………………………..120 5.2 Pedagogical Implications……………………………………………………….122 5.3 Limitation of the Present Study and Suggestions for Future Research…………123 References…………………………………………………………………………..125 Appendix A……………………………………………………..…………………..150 Appendix B…………………………………………………………………………154 Appendix C…………………………………………………………………………155 Appendix D…………………………………………………………………………157

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