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研究生: 李宜軒
Lee Yi-Hsuan
論文名稱: 考試程序對英語聽力測驗的影響研究
The Effect of Test Procedures on EFL Learners' Listening Comprehension
指導教授: 葉錫南
Yeh, Hsi-Nan
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2006
畢業學年度: 94
語文別: 英文
論文頁數: 121
中文關鍵詞: 題目預覽在兩次聽力前給題目在兩次聽力後給題目在兩次聽力中間給題目
英文關鍵詞: question preview, Questions Before, Questions After, Sandwich
論文種類: 學術論文
相關次數: 點閱:230下載:26
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  • Berne (1995) 和Herron (1994)的報告指出聽力前的題目預覽對聽力有幫助。Sherman (1997)便把題目預覽放在整個考試程序裡以探究其效益,但是她的實驗並沒有把受試者的程度和聽力題目的類型當作變因探索,所以本實驗決定除了對不同考試程序[QB、QA、S]對以英語為外語的受試者的聽力影響去探討外;也將分析考試程序和受試者程度以及考試程序和題目類型的互動。
    在本研究裡,總共有171位大學生參與實驗,根據托福成績,這些學生被分為高、中、低程度。他隨後參加主要聽力測試,測驗總共包含三篇試題,每篇試題涵蓋整體大意、局部細節、推理三種類型題目。至於三種考試程序區分,主要在於給題目的時間點:整個聽力內容撥放兩次,QB代表在兩次聽力前給題目;QA代表兩次聽力後才給題目;而S則兩次聽力中間給題目,在整個聽力考試完畢後,每個受試者必須做一份問卷,以瞭解他們對考試程序的看法。
    研究結果顯示,考試程序S對受試者的聽力效益優於QB,而QB優於QA;但是就考試程序和受試者程度以及考試程序和題目類型的互動,則沒有重大發現,不過大體上可以發現大意題目在QB和S程序中是明顯高分,相較之下,局部細節題目和推理題目的分數在S程序中低特別多;在問卷中,受試者也給予S程序最好的評價,其次是QB,再來是QA,這個排序大致與考試結果相符。最後根據實驗結果,本研究提出一些實質教學建議。

    Many studies (Bern 1995; Herron 1994) suggest the help of pre-listening questions with comprehension. Sherman (1997) even explores the best procedure to present such questions. Yet, her study does not take into account participants’ proficiency levels and the nature of questions. The present study, therefore, first aims to investigate the effects of three different test procedures (Questions Before [QB], Questions After [QA], Sandwich [S]) on EFL learners’ listening comprehension. Then, it also explores procedures’ interaction with learners’ proficiency levels and question types.
    In this study, 171 university students were recruited and classified into high, intermediate, and low levels of proficiency based on their scores of a TOEFL listening test. They then took another listening test which encompassed three texts, with each text containing three question types: global, local and inferential. The primary distinction of the three procedures lies in the timing of question provision. As its name suggests, Questions Before (QB) distributed questions for previewing prior to the two hearings. By contrast, Questions After (QA) postponed the questions until the last whereas Sandwich (S) offered the questions for the preview between two times of listening. In the study, after the test a questionnaire was also employed to elicit participants’ attitude toward test procedures.
    The results indicated an effect of test procedures on listening comprehension, with S outperforming QB, which in turn surpassed QA. Yet, there was not a significant relationship between test procedures and proficiency or question types. Global questions roughly displayed higher scores in both QB and S. In contrast, inferential and local questions exhibited lower scores in S. The questionnaire responses showed participants’ preference for S, then QB and finally QA. This ranking approximately consented to the test results. Based on the findings, some pedagogical suggestions were made.

    Table of Contents Page CHINESE ABSTRACT……………………………………………………………...i ABSTRACT………………………………………………………………………….ii ACKNOWLEDGEMENTS………………………………………………………….iii TABLE OF CONTENT……………………………………………………………...iv LIST OF TABLES AND FIGURES……………………………………………viii CHAPTER ONE Introduction…………………………………………………………………………..1 Rationale………………………………………………………………………...1 Background and Motivation………………………………………………….....4 Definition of Terms……………………………………………………………..8 Research Questions……………………………………………………………..8 Hypothesis of Research Questions…………………………………………...9 Significance of the Study………………………………………………………11 Summary and Organization of the Study.……………………………………...12 CHAPTER TWO Literature Review…………………………………………………………………...14 The Characteristics of Listening Comprehension……………………………..14 Advance Organizer…………………………………………………………….17 Pre-listening Questions……………………………………………………..19 The Positive Effect of Pre-listening Questions…………………………..19 The Positive Evidence of Pre-listening Questions……………………….22 The Potential Impact of Pre-listening Questions………………………....24 The Confounding Evidence of Pre-listening Questions………………….25 The Effect of Test Procedures…………………………………………………26 The Effect of Proficiency Levels on Listening Comprehension………………28 The Influence of Question Types and Question Formats on Listening Comprehension………………………………………………………………..31 Question Types……………………………………………………………...31 Question Formats…………………………………………………………...32 The Negative Effect of Multiple Choices……………………………….33 The Beneficial Effect of Short-Answer Questions……………………...34 Summary of Chapter 2………………………………………………………...35 CHAPTER THREE Research Design…………………………………………………………………...38 Participants…………………………………………………………………...38 Instruments…………………………………………………………………...40 The TOEFL Proficiency Test………………………………………………40 The Listening Comprehension Test………………………………………..41 Test Procedure Versions………………………………………………...41 Mode of Presenting the Texts…………………………………………...42 Texts…………………………………………………………………….42 Test Questions…………………………………………………………..43 Questionnaire……………………………………………………………...44 Experimental Procedures………………………………………………………44 The Pilot Study……………………………………………………………...44 The Major Test……………………………………………………………...46 Scoring……………………………………………………………………...51 TOEFL Scoring…………………………………………………………..51 Scoring of the Listening Comprehension Test…………………………...52 Statistical Analysis………………………………………………………….54 Summary of Chapter 3………………………………………………………...55 CHAPTER FOUR Results and Discussion……………………………………………………………...57 Results…………………………………………………………………………57 Participants’ Scores of TOEFL Listening Test……………………………...57 Participants’ Scores Given by Two Raters in the Listening Comprehension Test………………………………………………………………………….59 Listening Comprehension Test: The Interaction of Test Procedures and Proficiency Levels…………………………………………………………..60 Listening Comprehension Test: The Interaction of Test Procedures and Question Types……………………………………………………………...66 Participants’ Response to the Questionnaire………………………………..71 Discussion……………………………………………………………………..78 TOEFL Scores………………………………………………………………78 Texts………………………………………………………………………...78 Test Procedures……………………………………………………………...80 The Interaction between Test Procedures and Proficiency Levels………….82 The Interaction between Test Procedures and Question Types……………..83 Participants’ Response to the Questionnaire………………………………..85 Summary of Chapter 4………………………………………………………...86 CHAPTER FIVE Conclusion…………………………………………………………………………..88 Summary of Results…………………………………………………………...88 Pedagogical Implications……………………………………………………...91 Limitations of the Study and Suggestions for Future Study…………………..93 Bibliography………………………………………………………………………..95 Appendix 1: TOEFL Test (1998)..…...…………………………………………….106 Appendix 2A: Listening Comprehension Test Paper……………………………...116 2B: Listening Comprehension Test Script………………………………117 Appendix 3: Questionnaire………………………………………………………...120

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