研究生: |
周曉佳 Chou, Hsiao-Chia |
---|---|
論文名稱: |
國高中生英語聽力表現與聽力焦慮、聽力自我效能以及聽力後設認知之關係研究 A Study on the Relationships of EFL Learners’ Listening Performance to Listening Anxiety, Listening Self-efficacy, and Metacognitive Awareness |
指導教授: |
程玉秀
Cheng, Yuh-Show |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2017 |
畢業學年度: | 105 |
語文別: | 英文 |
論文頁數: | 88 |
中文關鍵詞: | 焦慮 、自我效能 、後設認知 、聽力學習成就 |
英文關鍵詞: | anxiety, self-efficacy, metacognitive awareness, listening performance |
DOI URL: | https://doi.org/10.6345/NTNU202203421 |
論文種類: | 學術論文 |
相關次數: | 點閱:233 下載:42 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
國中教育會考已於2015年正式採計英語聽力測驗成績,而大學入學測驗也於同年將英語聽力測驗納入考試的一環,目前台灣已有一百多所的大專院校要求其考生必須在聽力測驗中達到一定的等級。為了增進英語聽力教學,教師有必要了解哪些學習者因素可能有助於學習者的英語聽力。本篇研究旨在探討台灣國高中生英語聽力表現與聽力焦慮、聽力自我效能以及聽力後設認知之關係。此外,本研究亦探討哪種因素對英語聽力表現的影響最大。
受試者為121位八年級國中生以及123位十一年級高中生,他們分別來自台灣西部的一所國中和高中。施測過程中,受試者先接受全民英檢聽力測驗,其中國中受試者接受全民英檢初級聽力施測,高中受試者接受全民英檢中高級聽力測驗。聽力測驗結束後,受試者填寫基本資料,並根據先前施測的聽力測驗,加以填寫聽力焦慮量表(SLLAS)、聽力自我效能量表(LSE),及後設認知覺察聽力量表(MALQ)。藉此,研究者可掌握更多受試者的資料以利分析統計。研究者使用描述性數據、皮爾森相關積差相關係數,以及複迴歸分析統計來檢測受試者的聽力焦慮程度、自我效能強度,及後設認知覺察能力。
本研究發現國高中生的聽力表現和其聽力焦慮、自我效能、及後設認知覺察程度都有顯著的相關。其中,國高中生的聽力表現與其聽力自我效能強度的相關性最高,聽力表現與聽力後設認知覺察程度間的相關性次高,聽力表現與聽力焦慮程度的相關性則較低。此外,研究結果顯示國高中生的聽力自我效能對於其聽力表現有顯著的預測成效,且在本研究中,自我效能是唯一對國中生聽力表現具有顯著預測能力的變項。除了聽力自我效能,聽力焦慮則是對高中生的聽力表現也有一定的預測成效。最後,本研究針對國高中生英語聽力教學及未來的研究,提供進一步的建議。
Listening comprehension tests have been incorporated into the Comprehensive Assessment Program (CAP) for junior high school students and have been included as part of college entrance exam for senior high school students since 2015. More than one hundred local colleges demand their applicants to achieve certain level in the test. To increase listening comprehension instruction, it is essential to discover what learner factors may contribute to listening proficiency. The present study explored the relationships of EFL learners’ listening performance to English listening anxiety, English listening self-efficacy, and English listening metacognitive awareness at junior and senior high school levels. Besides, the current study also investigated which one of the three learner factors is the best predictor to listening comprehension performance at both education levels.
The participants of the study were 121 eighth graders at junior high school and 123 eleventh graders at senior high school in western Taiwan. An elementary level and an intermediate level listening comprehension tests retrieved from General English Proficiency Test (GEPT) were used to assess the participants’ listening proficiency at both education levels respectively. The background questionnaire, Second Language Listening Anxiety Scale (SLLAS), the Listening Self-efficacy questionnaire (LSE), and Metacognitive Awareness Listening Questionnaire (MALQ) were then given to the participants at both education levels to obtain their basic personal information and to assess their listening anxiety, listening self-efficacy, and listening metacognitive awareness. Descriptive statistics, Pearson product-moment correlation analysis, and multiple regression analyses were conducted to analyze the data.
The results revealed that English listening anxiety, English listening self-efficacy, and English listening metacognitive awareness significantly correlated with English listening performance both at junior and senior high school levels. Specifically, at both education levels, the strongest correlation was found between English listening self-efficacy and English listening performance, followed by the correlation between English listening metacognitive awareness and English listening score, and by the correlation between English listening anxiety and English listening attainment. English listening self-efficacy appeared to be the best predictor to listening performance. English listening self-efficacy was also proved to be the only significant predictor to English listening performance at junior high school level. In addition to English self-efficacy, English listening anxiety contributed 3% of the variance to English listening attainment at senior high school level. According to the findings in the present study, some pedagogical implications were provided for listening instruction at both education levels.
REFERENCES
Anderson, N. J. (2002). The role of metacognition in second language teaching and
learning. Retrieved from ERIC database. (ED463659)
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. Handbook of
Reading Research, 1(12), 353-394.
Baleghizadeh, S., & Rahimi, A. H. (2011). The relationship among listening
performance, metacognitive strategy use and motivation from a self-determination theory perspective. Theory and Practice in Language Studies, 1(1), 61-67.
Bandura, A. (1986). Social foundations of thought and action. New Jersey, NJ:
Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college
students. Journal of Counseling Psychology, 25, 441-448.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of
metacognition. In R. Glaser, Advances in instructional psychology. New
York: Halsted Press.
Buck, G. (2001). Assessing listening. Cambridge, England: Cambridge University
Press.
Capan, S. A., & Karaca, M. (2012). A comparative study of listening anxiety and
reading anxiety. Procedia-Social and Behavioral Sciences, 70, 1360-1373.
Chen, H. Y. (2007). The relationship between EFL learners' self-efficacy beliefs and
English performance (Doctoral dissertation). Florida State University, Florida.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language
instruction. Foreign Language Annals, 22, 13-22.
Cheng, C. H. (2006). Effects of anxiety on EFL listening performance
and strategy use (Unpublished master thesis). National Taiwan Normal University, Taipei City.
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety.
Foreign Language Annals, 35, 647-656.
Cheng, Y. S. (2005). EFL learners’ listening comprehension anxiety. English Teaching
& Learning, 29, 25-44.
Cheng, Y. S. (2014). Toward a structural model of L2 language-skill-specific anxiety.
(Report No. MOST 100-2410-H-003-098-MY2) Taipei, Taiwan: Ministry of
Science and Technology.
Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety:
Differentiating writing and speaking components. Language Llearning, 49, 417-
446.
Coulombe, D. (2000). Anxiety and Beliefs of French-as-a-Second-
Language Learners at the University Level (Unpublished doctoral dissertation). University of Laval, Quebec, Canada.
Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In
Spence, J.T., Achievement motives (pp.75-146). San Francisco: W. H. Freeman.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic
language classroom. The Modern Language Journal, 89, 206-220.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. The
Nature of Intelligence, 12, 231-235.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive–developmental inquiry. American Psychologist, 34, 906-911.
Gardner, R. C., & MacIntyre, P. D. (1993). A student's contributions to
second-language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy
use and listening comprehension among Iranian IELTS learners. International
Journal of English Linguistics, 2, 115-128.
Goh, C. (1997). Metacognitive awareness and second language listeners. ELT
Journal, 51, 361-369.
Graham, S. (2006). Listening comprehension: The learners’ perspective.
System, 34, 165-182.
Graham, S. (2011). Self-efficacy and academic listening. Journal of
English for Academic Purposes, 10, 113-117.
Horwitz, E. (2001). Language anxiety and achievement. Annual Review of
Applied Linguistics, 21, 112-126.
Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in
the foreign language methods course. Foreign Language Annals, 18, 333-340.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a
foreign language anxiety scale. Tesol Quarterly, 20, 559-562.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom
anxiety. The Modern Language Journal, 70, 125-132.
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An
inventory scale. The Clearing House, 72, 224-230.
Kim, S. Y. (1998). Affective experiences of Korean college students in different
instructional contexts: Anxiety and motivation in reading and conversation
courses (Unpublished doctoral dissertation). University of Texas, Austin.
Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the
prediction of academic performance and perceived career options. Journal of
Counseling Psychology, 33, 265-269.
Liu, H. J. (2008). A study of the interrelationship between listening strategy use and
listening proficiency levels, and learning style. Articles, 5, 84-104.
MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply
to Sparks and Ganschow. The Modern Language Journal, 79, 90-99.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and Second‐Language
Learning: Toward a Theoretical Clarification. Language Learning, 39, 251-275.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on
cognitive processing in the second language. Language Learning, 44, 283-305.
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its
influence on young adolescents' course enrollment intentions and performance in
mathematics. Journal of Educational Psychology, 82, 60-70.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐
efficacy, anxiety, and their relation to reading and listening proficiency. Foreign
Language Annals, 39, 276-295.
Mills, N., Pajares, F., & Herron, C. (2007). Self‐efficacy of college intermediate
French students: Relation to achievement and motivation. Language Learning, 57, 417-442.
Okoza, J., & Aluede, O. (2013). Understanding metacognitive awareness among
teachers in the school system: issues and benefits. Inkanyiso: Journal of Humanities and Social Sciences, 5, 64-71.
O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge, England: Cambridge University Press.
Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-
relations with general foreign language anxiety. Applied Linguistics, 34, 232-
252.
Pajares, F. (1997). Current directions in self-efficacy research. Advances
in Motivation and Achievement, 10, 1-49.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated
behavior: A structural equation modeling approach. System, 38, 467-479.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic
learning and instruction. Dimensions of Thinking and Cognitive Instruction, 1,
15-51.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and
predictive validity of the Motivated Strategies for Learning Questionnaire
(MSLQ). Educational and Psychological Measurement, 53, 801-813.
Rahimi, A., & Abedini, A. (2009). The interface between EFL learners' self-efficacy
concerning listening comprehension and listening proficiency. Novitas-Royal, 3,
14-28.
Rahimi, M., & Abedi, S. (2014). The Relationship between Listening Self-efficacy
and Metacognitive Awareness of Listening Strategies. Procedia-Social and
Behavioral Sciences, 98, 1454-1460.
Rahimi, M., & Katal, M. (2012). Metacognitive listening strategies awareness in
learning English as a foreign language: A comparison between university and
high-school students. Procedia-Social and Behavioral Sciences, 31, 82-89.
Rahman, S. (2010). The relationship between the use of metacognitive strategies and
achievement in English. Procedia-Social and Behavioral Sciences, 7, 145-150.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading
anxiety. The Modern Language Journal, 83, 202-218.
Schwarzer, R., & Jerusalem, M. (2010). The general self-efficacy scale
(GSE). Anxiety, Stress, and Coping, 12, 329-345.
Scovel, T. (1978). The effect of affect on foreign language learning: A
review of the anxiety research. Language Learning, 28, 129-142.
Selamat, S., & Sidhu, G. K. (2013). Enhancing listening comprehension:
The role of Metacognitive Strategy Instruction (MetSI). Procedia-Social and Behavioral Sciences, 90, 421-430.
Shmais, W. A. (2003). Language learning strategy use in Palestine. TESL-EJ, 7(2).
Sıla, A. Y. (2010). Young adolescent students' foreign language anxiety in relation to
language skills at different levels. The Journal of International Social Research,
3, 83-91.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory. Palo Alto, CA:
Consulting Psychologists Press.
Su, H. C. (2007). Exploring EFL college students' listening comprehension anxiety:
Effects and factors (Unpublished master thesis). National Taiwan Normal
University Taipei city.
Tsai, C. R. (2010). EFL learners’ listening performance: Its relationship to English
proficiency, motivation, listening anxiety, and metacognitive awareness (Master
thesis). National Taipei University of Education, Taipei city.
Vandergrift, L. (1996). Listening comprehension strategies of core French high school
students. Canadian Modern Language Review, 52, 200-223.
Vandergrift, L. (1997). The comprehension strategies of second language (French)
listeners: A descriptive study. Foreign Language Annals, 30, 387-409.
Vandergrift, L. (1998). Successful and less successful listeners in French: What are
the strategy differences?. French Review, 71, 370-395.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive
awareness and proficiency in L2 listening. Applied linguistics, 26, 70-89.
Vandergrift, L. (2006). Second language listening: listening ability or language
proficiency?. The Modern Language Journal, 90, 6-18.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The
metacognitive awareness listening questionnaire: Development and validation.
Language Learning, 56, 431-462.
Vogely, A. J. (1998). Listening comprehension anxiety: Students' reported sources and
solutions. Foreign Language Annals, 31, 67-80.
Wenden, A. (1987). Metacognition: An expanded view on the cognitive abilities of L2
learners. Language Learning, 37, 573-597.
Wenden, A. (1991) Learner Strategies for Learner Autonomy. New Jersey, NJ:
Prentice Hall.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied
Linguistics, 19, 515-537.
Renzhi, Y. (2012). Improving English listening self-efficacy of Chinese university
students: influences of learning strategy training with feedback on strategy use
and performance (Doctoral dissertation). Durham University, Durham, England.
Yang, C. (2009). A study of metacognitive strategies employed by English listeners in
an EFL setting. International Education Studies, 2, 134-139.
Young, D. J. (1992). Language anxiety from the foreign language specialist's
perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and
Rardin. Foreign Language Annals, 25, 157-172.
Zhang, X. (2013). Foreign language listening anxiety and listening performance:
Conceptualizations and causal relationships. System, 41, 164-177.
Zhang, D., & Goh, C. C. (2006). Strategy knowledge and perceived strategy use:
Singaporean students’ awareness of listening and speaking strategies. Language
Awareness, 15(3), 199-219.
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for
assessing student use of self-regulated learning strategies. American Educational
Research Journal, 23, 614-628.