| 1 |
英語聽力策略與學習成效 ; Implementing Listening Strategies in EFL Classrooms
|
|
|
|
Abstract:
本研究旨在探討三種聽力教學策略(認知策略、後設認知策略、合作策略)介入後對學生聽力學習成效之影響。研究對象為高雄市某公立小學六年級學生共28人。學生於實驗進行前參加GEPT英文聽力前測測驗，並依前測分數將學生分為實驗組15位與對照組13位後進行獨立樣本t檢驗。檢驗結果顯示兩組間無顯著差異。而後，進行為期15週的實驗教學，再以GEPT英文聽力後測測驗成績，進行相依樣本t檢驗。分析結果顯示聽力教學策略介入後對實驗組有顯著的成效，尤其是前測分數較低的學生更有明顯的進步；由此推論此三種聽力教學策略具有教學上的重要參考價值。本研究建議後續研究者，可思考增加研究對象人數以及更多元的聽力教學策略與運用。 ; This study aimed to discuss the learning effectiveness to students who were introduced with three types of teaching techniques in listening sector which are known as cognitive strategy, metacognitive strategy and social strategy. The study was undertaken by 28 sixth grade students from a public elementary school in Kaohsiung City. All participants were set to take GEPT English listening test as the pre-test scores before the experiment was performed. According to the pre-test scores, the participants were divided into two groups, fifteen were assigned to an experimental group and thirteen were appointed to control group. The independent t-test was then performed to both groups. The initial results return with minor difference between two groups. Therefore, a 15-week listening strategy instruction was introduced to designated group, and the results of the second GEPT English listening as post-test were used to perform on an independent t-test for comparison. As a result, this demonstrated that the listening strategy of instruction intervention had positive effect for the participants according to their post-test scores. It is also worth metioning that participants whom initally scored lower marks had now progressed with the improve grades. It can be seen these three types of teaching techniques as a valuable reference in teaching. Therefore, this study suggested that forthcoming researchers should take consideration in increasing the number of participants and diversifying teaching strategies and applications.
|
|
Keyword:
listening strategies instruction;listening comprehension;cognitive strategy;metacognitive strategy;social strategy; 聽力教學策略;聽力理解;認知策略;後設認知策略;合作策略
|
|
URL: http://140.127.82.166/bitstream/987654321/21134/1/110NPTU0238002-003.pdf
http://140.127.82.166/handle/987654321/21134
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
南臺灣大專生的英文閱讀使用策略、程度及所屬學院關聯性之研究 ; The Relationships Among University Students' Reading Strategies, Proficiency, and Disciplines in Southern Taiwan
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A poesia enquanto estratégia para o desenvolvimento da consciência fonológica
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Подходы к стратегическому планированию в высшем образовании : магистерская диссертация ; Approaches to Strategic Planning in Higher Education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Стратегии и тактики французского миграционного медиадискурса : магистерская диссертация ; Conflict and cooperative strategies in french migration media discourse
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Drawing as an Encoding Tool: Generalizing to Emotional and More Complex Stimuli
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Faciliter les échanges avec les personnes vivant avec un trouble de la communication : une formation pour les chauffeur·e·s de transport adapté
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
