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題名 | A Preliminary Investigation of the Listening Strategies of EFL Learners=EFL學生英語聽力策略研究調查 |
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作者 | 錢景甯; 李嵬; | 書刊名 | 中原學報 |
卷期 | 25:2 1997.05[民86.05] |
頁次 | 頁45-66 |
分類號 | 805.1 |
關鍵詞 | 聽力策略; 策略運用; 外語學習; 第二語學習; 英語為外語; 聽力過程; 聽力理解; 聽力問題; Listening strategies; Strategy use; Foreign language learning; Second language learning; English as a foreign language; EFL; Listening processes; Listening comprehension; Listening problems; |
語文 | 英文(English) |
中文摘要 | Since teaching methods often influence how students learn, teachers should become more aware of the nature of listening as well as their students' learning strategies in order to orientate their teaching methods more appropriately. Unfortunately, most language instructors are not aware of their students' learning strategies or how these strategies can result in particular kinds of aftereffects (O'Malley et al., 1985a; O'Malley et al.,1985b; Chamot et al., 1987). This study aims to identify the listening strategies of Chinese learners of English in an EFL context using a sample of students from Chung Yuan Christian University in Taiwan. Two aspects of listening strategies have been studied:firstly to find out whether there is any difference in strategy use between the mostly advanced learners and the lowest-level learners at grammar and vocabulary, and secondly to compare four groups of different proficiency levels in their application of various categories of listening strategies, and to identify the causal relationship between a range of strategies and a good performance in listening assessment. In order to find out how differently the sample groups interpret oral language, various testings, questionnaires, and interviews were undertaken ANOVA was employed to analyze the variance in the use of the most commonly used listening strategies between paired groups. To help TESOL teachers to re-set their course objectives, the multivariate stepwise regression was performed to identify the most effective strategies for good listening within the three categories of strategies:linguistic, congnitive, and extra-linguistic. The results indicate that there is a significant difference in strategy use between better-listening groups and poor-listening groups. The highest-ranking group are good at using a greater number or the three categories of strategies simultaneously. The findings also suggest that TESOL educators should help learners become more conscious of the importance and the development of more cognitively demanding strategies after they have some mastery over the linguistic knowledge. The importance of learners' attitude towards foreign language learning cannot be ignored about a better performance in listening comprehension. |
英文摘要 | 本研究探究不在英語環境長大的中國學生在聽英文時所使用的各種聽力策略並 辨認其中最有效率的策略。本文前半部份將現存有關聽力策略文獻整理簡述,後半部份陳述 本研究重點、過程、和結果。研究者比較文法與字彙最優和最差的學生在聽力策略運用上有 無差別、四組聽力程度不同學生在不同類別聽力策略運用上有無差別、以及不同類別聽力策 略運用與聽力理解好壞有無關連。 本研究使用的鑑定方法包括利用英語能力測驗 (EPT) 及 多項英語聽力測驗評鑑其聽力、而面談及問卷調查用來鑑定其使用的聽力策略。資料分析部 份先採用 ANOVA 驗證四組聽力程度不同學生與運用不同類聽力策略之間的變異關係, 並採 用多變數階梯迴歸法 (multivariate stepwise regression) 分辨聽力策略類別中最具影響 聽力成績的策略。研究結果顯示聽力程度最優組與聽力程度最差組在聽力策略運用上有顯著 差異,最優組不僅所使用的各種聽力策略數量較多,而且也比較會同時運用不同類別的聽力 策略。其他的重要結果包括: 文法與字彙是英語聽力理解的基礎裝備,但當學生已具相當程 度文法與字彙的知識,加強演練富認知性要求較高的策略是必要的;當學生選用逐字辨識所 聽見的英語、逐字中英轉換翻譯、傾向依賴中英對照表,不僅不能有益聽力理解,反而造成 負面的影響,是阻檔聽力理解的絆腳石;再者,學生本文對外語學習態度以及有意識的來使 用文中反覆重要詞彙乃是導致聽力理解成功的另兩項重要因素。 |
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