後設認知策略訓練對國中生英語聽力、聽力焦慮、後設認知意識影響之研究 The Effects of Metacognitive Strategy Instruction on Listening Proficiency, Listening Anxiety, and Metacognitive Awarenss

dc.contributor 程玉秀 zh_TW
dc.contributor Cheng, Yuh-Show en_US
dc.contributor.author 王姝文 zh_TW
dc.contributor.author Wang, Shu-Wen en_US
dc.date.accessioned 2019-09-03T12:20:54Z
dc.date.available 2016-07-11
dc.date.available 2019-09-03T12:20:54Z
dc.date.issued 2016
dc.description.abstract 國中教育會考已於2014年開始加考英文聽力。為了增進國中學生聽力理解能力,教師進行聽力策略教學有其必要性。在眾多聽力策略中,後設認知策略尤為重要,它不僅能調整學生使用認知策略的方式以達到更有效的聽力理解,亦能培養學生獨立思考、自主學習的能力。本研究探討後設認知聽力策略教學對於國中學生的聽力表現、聽力焦慮及後設認知覺察的影響。 來自北台灣某公立國中的56位八年級學生參與了這次的實驗,受試者分為實驗組(28人)及對照組(28人)兩組。實驗為期八週,在此期間,實驗組接受一週兩次共16次的後設認知聽力策略教學,教學過程中由研究者引導學生使用後設認知策略步驟來練習聽力。對照組每週亦練習相同的聽力題目,但未接受任何聽力策略教學。所有受試者在實驗前後都接受全民英檢初級聽力測驗,並在測驗後回答聽力焦慮量表(SLLAS)及後設認知覺察聽力量表(MALQ),以檢視聽力焦慮程度及後設認知覺察的變化。研究者使用了描述性數據,t檢定,及ANCOVA來分析學生的成績及量表填答變化。實驗結束後,兩組中進步最多及退步最多的各五位學生接受訪談,以了解受試者接受聽力測驗時的細節,包含聽力測驗時遇到的問題、焦慮情形、以及聽力測驗時所使用的策略。 本研究發現實驗組在英語聽力測驗的得分並未顯著高於對照組;若與實驗組本身前測相比,則呈現顯著的退步。在焦慮層面,實驗組焦慮問卷的得分與對照組並無顯著差異,但對照組後測的得分顯著地低於其本身的前測,顯示對照組的焦慮程度在後測時顯著地降低。在後設認知策略覺察上,實驗組的表現顯著優於對照組,與實驗組本身前測相比亦呈現顯著的進步,尤其是在引導注意力和心譯兩個面向。學生的訪談中顯示出此教學法對於學生的聽力表現和焦慮程度未能有顯著的改善,但對於聽力後設認知覺察有顯著的提升。依據此研究的發現,我們提出一些在國中英語課堂上實施後設認知聽力教學的建議。 zh_TW
dc.description.abstract Listening comprehension tests have been officially included in the Comprehensive Assessment for Junior High School Students since 2014. To enhance students’ listening performance, it is essential for EFL teachers to teach listening strategies. Among the listening strategies, the metacognitive listening strategies are considered to be especially important because they not only help listeners regulate listening comprehension effectively but also help them become more self-regulated and independent. The aim of this study was to investigate whether and how metacognitive listening strategy instruction can affect EFL junior high school students’ listening proficiency, listening anxiety, and metacognitive awareness. The participants in the present study were 56 eighth grade students in a junior high school in northern Taiwan and they were divided into two groups, the experimental group and the comparison group. The experiment lasted for eight weeks. In the eight-week experiment, the experimental group received metacognitive listening strategy instruction, a process-based instruction which focuses on four major metacognitive strategies, twice a week. The comparison group received traditional listening instruction which merely provided listening comprehension exercises, without any instruction on listening strategies. The listening comprehension exercises the two groups did were the same. Before and after the experiment, both groups took GEPT listening tests, Second Language Listening Anxiety Scale (SLLAS), and Metacognitive Awareness Listening Questionnaire (MALQ) to reveal the participants’ changes in listening proficiency, anxiety level, and metacognitive awareness. Descriptive statistics, independent-samples t-tests, paired-t tests, and ANCOVA were conducted to analyze the data. Interviews were conducted with five students that made greatest progress or regress in each of the two groups after the experiment to explore details of the listening process, including the difficulties the participants encountered, the anxiety they experienced, and the strategies they used in listening. The results showed that the two groups had no significant difference in the listening post-test, but the experimental group’s listening post-test score was significantly lower than its pre-test score. Similarly, the listening anxiety levels between the two groups did not differ significantly in the post-test, but the comparison group’s anxiety level on the post-test was significantly lower than its anxiety level on the pre-test. The experimental group significantly outperformed the comparison group on metacognitive awareness on the post-test. Similarly, the experimental group’s metacognitive awareness scores on the post-test were also significantly higher than its pre-test scores, especially on the factors of directed attention and mental translation. According to the interviews with the experimental group, the metacognitive strategy instruction did not significantly improve the participants’ listening performance and anxiety, but the instruction significantly enhanced their metacognitive awareness on listening. Based on the findings, some pedagogical implications are provided for metacognitive listening strategy instruction in junior high school English classes. en_US
dc.description.sponsorship 英語學系 zh_TW
dc.identifier G0501211111
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0501211111%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97335
dc.language 英文
dc.subject 後設認知 zh_TW
dc.subject 聽力策略 zh_TW
dc.subject 焦慮 zh_TW
dc.subject 聽力學習成就 zh_TW
dc.subject metacognitive awareness en_US
dc.subject metacognitive listening strategies en_US
dc.subject anxiety en_US
dc.subject listening performance en_US
dc.title 後設認知策略訓練對國中生英語聽力、聽力焦慮、後設認知意識影響之研究 zh_TW
dc.title The Effects of Metacognitive Strategy Instruction on Listening Proficiency, Listening Anxiety, and Metacognitive Awarenss en_US
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