陳齊瑞曾文鐽Qi-Rui ChenWen-Ta Tseng康靈Kang Ling2019-09-032009-7-172019-09-032009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0694210415%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97712本研究旨在探討兩種強化的聽前教學—背景知識教學與單字教學—對於台灣地區國中生聽力理解的影響。共有九十九位台灣八年級學生參與本次實驗，他們來自三個班級，並隨機指派其接受背景知識教學、單字教學(此為實驗組)或聽課文朗誦帶(此為對照組)。在背景教學班級，教師首先公佈聽力的題目，並給予學生「對/錯」模式的主要場景摘要句子，最後再帶領學生進行相關的討論。至於單字教學班級，教師利用附有中文/英文單字組和圖片資訊的字卡來進行教學，接著再帶領學生做句子練習。在主要實驗之後，參與者必須回答聽後的聽力測驗以及一份問卷。共變數分析顯示不論學生的語言能力高低，背景知識教學和單字教學皆可有效地增強學生的聽力理解程度。而相依樣本平均數檢定也指出這兩種聽前教學並無顯著的差異，表示兩者皆是有效的聽前活動。最後，多數的實驗組參與者也在問卷中反應他們對於兩種聽前教學抱持著正面的態度並相信聽前教學的效力。The present study aims to investigate the effects of two enhanced pre-listening supports, background knowledge pre-instruction and vocabulary pre-teaching, on Taiwanese junior high school students’ listening comprehension. Ninety-nine eighth-grade students participated in the study. They were recruited from three intact classes, randomly designated to receive background instruction, vocabulary teaching (as two experimental groups), or textbook CD listening (as control group). For the background class, the instructor announced the topic of listening passages, gave learners’ main-scene summary sentences of true/false mode, and led them to a related discussion. For the vocabulary class, the instructor presented the unfamiliar vocabulary with L1-L2 word-pair and pictorial information and led students to do the key-word sentence practices. After the intervention, all participants answered listening comprehension tests as well as questionnaires. ANCOVA analysis showed that both types of supports were effective enhancers of listening comprehension. In addition, their facilitating effects were independent of students’ proficiency level. Paired t-test detected no significant difference in the comparison of two listening supports, suggesting that both of them are equally helpful. Finally, students’ questionnaire responses demonstrated that the majority of participants held favorable attitudes toward listening supports and that they believed in the effectiveness of such pre-teaching.聽前教學背景知識教學單字教學聽力理解Pre-listening supportsBackground knowledge pre-instructionVocabulary pre-teachingListening comprehension