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研究生：	游雅如 Yaru You
論文名稱：	直接策略教學對英語聽力表現與策略使用之影響 Effects of Explicit Strategy Instruction on EFL Listening Performance and Strategy Use
指導教授：	陳齊瑞 Chen, Chyi-Ruey
學位類別：	碩士 Master
系所名稱：	英語學系 Department of English
論文出版年：	2008
畢業學年度：	96
語文別：	英文
論文頁數：	147
中文關鍵詞：	直接策略教學、聽力表現、策略使用、聽力理解、聽力策略、動機
英文關鍵詞：	explicit strategy instruction, listening performance, strategy use, listening comprehension, listening strategies, motivation
論文種類：	學術論文
相關次數：	點閱：233 下載：17
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本研究旨在探討直接策略教學對國中生的聽力表現及聽力策略使用之影響，同時也檢視國中生對於聽力策略教學課程的觀感。研究參與者為一百一十三位國二學生，被分為實驗組及控制組。在實驗之前，所有參與者皆須填寫一份背景問卷及動機強度問卷。之後，他們完成兩份前測，一份是聽力理解測驗，另一份是聽力策略使用問卷。在為時一個月的實驗期間，實驗組接受每週一次的課程，被教導如何使用六個聽力策略。此直接策略教學課程告知學生何時及為何一個特定的策略在某些情境中可能是有效的、告訴他們如何使用這個策略，並教導他們如何評估策略使用的成效。在每次上課結束之前，實驗組的參與者都必須填寫一份反思問卷。此課程結束後，兩組參與者與在前測時一樣，必須完成兩份後測。然後，幾位實驗組的參與者隨機被選中進行訪談。
共變數分析結果顯示出直接策略教學增進了實驗組的聽力表現，而相依樣本平均數檢定結果指出，實驗組的整體策略使用獲得改進，控制組則沒有進步。普遍來說，實驗組的參與者在反思問卷及訪談中反應他們對於這個策略教學課程抱持著正面的觀感，表示他們喜歡課程內容並且從中獲益良多。他們也陳述說自己對於學習英文的信心增加了，且對於課程的效果抱持肯定的態度。

The present study aims to investigate the effects of explicit strategy instruction on junior high students’ listening performance and listening strategy use. Attempts were also made to examine the learners’ perceptions toward the strategy instruction course. The participants were 113 second-year junior high students, divided into the experimental and control groups. Before the experiment, all participants completed a background questionnaire and a motivational intensity questionnaire. They also answered two pretests—a listening comprehension test and a listening strategies questionnaire. During the experimental period, which lasted for one month, experimental group was given weekly classes in which they were coached on how to use six listening strategies. The explicit strategy instruction course informed the learners of when and why a given strategy might be helpful in certain situations, told them how to use it, and taught them how to evaluate the success of its use. After the end of each class session, participants in the experimental group filled out a reflection questionnaire. When the explicit strategy instruction course ended, all participants took the posttests. Then, interviews were conducted with some learners randomly selected from the experimental group.
The ANCOVA results showed that the explicit strategy training enhanced the experimental group’s listening performance. The paired samples t-test findings indicated that overall strategy use by the experimental group, as opposed to the control group, was improved. Generally, learners in the experimental group reported in the reflection questionnaires and interviews that they viewed the strategy instruction course favorably, suggesting that they enjoyed the course content and benefited much from it. They also stated that their confidence was boosted and were positive about the course’s effectiveness.

CHINESE ABSTRACT                                                i
ENGLISH ABSTRACT                                               ii
ACKNOWLEDGEMENTS                         iii
TABLE OF CONTENTS                                    iv
LIST OF TABLES                                    vii
LIST OF FIGURES                                   viii

I. INTRODUCTION                                                 1
   1.1 Background………………………………………………………………….1
   1.2 Rationale………………………………………………………………………2
   1.3 The Significance and Purpose of the Study ………………………….………..4
   1.4 Research Questions……………………………………………………………7

II. LITERATURE REVIEW                                           9
   2.1 Terminology………………………………………………………………….. 9
      2.1.1 Definitions of Learning Strategies………..……………………………..9
      2.1.2 Classifications of Strategies…………………………………………....11
   2.2 Learning Strategies in Second Language Acquisition………………………..13
      2.2.1 Descriptive Studies of Strategy Use……………………………………14
      2.2.2 Comparison of Strategy Use by Effective and Ineffective Learners…...17
   2.3 Language Learning Strategy Instruction…………………………………..…19
      2.3.1 Explicit Strategy Instruction…………………………………..…….…20
      2.3.2 Previous Studies on Learning Strategy Instruction…………..………...22
      2.3.3 Principles for Giving Explicit Strategy Instruction…………..………...30
   2.4 Learning Motivation and Language Learning Strategies...…………………..33
      2.4.1 The Relationship between Motivation and Learning Strategies……….34
      2.4.2 Previous Studies on Language Learning Strategies and Motivation…..36

III. METHODOLOGY                                       39
   3.1 Participants……………………………………………………………….......39
   3.2 Experimental Design………………..……………………………..…………41
   3.3 Instruments..……………………………..…………………………………...43
      3.3.1 Background Questionnaire……………………………………………..43
      3.3.2 Motivational Intensity Questionnaire…………………………………..44
      3.3.3 Listening Comprehension Strategy Questionnaire……………………..45
      3.3.4 General English Proficiency Test………………………………………47
      3.3.5 Teaching Materials……………………………………………………..49
      3.3.6 Teaching Plan…………………………………………………………..50
      3.3.7 Reflection Questionnaire…………………………………………........57
      3.3.8 Interview Guide………………………………………………………...58
   3.4 Data Collection Procedure…………………………………………………....59
   3.5 Data Analysis………………………………………………………………....62
      3.5.1 GEPT Pretest and Posttest……………………………………………...62
      3.5.2 LCSQ Pretest and Posttest………………………………………….......63
      3.5.3 Reflection Questionnaires……………………………………………...63
      3.5.4 Interviews……………………………………………………………....64

IV. RESULTS                                    65
   4.1 GEPT Pretest and Posttest……………………………………………………65
   4.2 LCSQ Pretest and Posttest…………………………………………………...69
   4.3 Reflection Questionnaires……………………………………………………78
   4.4 Interviews…………………………………………………………………….88

V. DISCUSSION                                           102
   5.1 GEPT Pretest and Posttest…………………………………………………..102
   5.2 LCSQ Pretest and Posttest…………………………………………………105
   5.3 Reflection Questionnaires…………………………………………………..110
   5.4 Interviews…………………………………………………………………...111

VI. CONCLUSION                                  113
   6.1 Summary of the Major Findings….………………………………………...113
   6.2 Pedagogical Implications..…………………………………………………..114
   6.3 Limitations of the Present Study and Suggestions for Future Research….…115

References               118

Appendix A: Background Questionnaire                       125
Appendix B: Motivational Intensity Questionnaire         126
Appendix C: Listening Comprehension Strategy Questionnaire  128
Appendix D: Sample Questions from a GEPT Elementary Listening Test    130
Appendix E: Teaching Plan                        132
Appendix F: Reflection Questionnaire                   138
Appendix G: Interview Guide                            139
Appendix H: Learners’ Original Responses to the Open Question in LCSQ  140
Appendix I: Learners’ Original Reflection Questionnaire Responses   141
Appendix J: Learners’ Original Interview Responses       145
                                

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