本研究主要目的為探討聽前活動對國中生英語聽力之影響。主要探討問題包括（1）聽前活動對於國中生英語聽力理解是否有顯著之影響？（2）高程度與低程度國中生在英語聽力理解上是否有顯著之差異？（3）國中生對於聽前活動之觀感為何？本研究受測對象為130位來自台灣北部某完全中學國中部四個班的八年級學生。此四個班級隨機分配到四種聽前情境，包括聽前看圖片、聽前學習相關單字、聽前預覽試題等三組實驗組，及一組不接受任何聽前活動的控制組。所有學生首先接受全民英檢初級聽力測驗以區分程度。三組實驗組進行聽前活動後隨即接受聽力測驗，並於二次聽前活動及測驗後，再填寫態度問卷，另依照性別及程度隨機挑選12位學生參加訪談。控制組則直接進行聽力及測驗。研究結果顯示，聽前活動對於國中生英語聽力理解有正面之幫助，尤其聽前看圖片更有顯著之影響。三種聽前活動中，非口語的看圖片聽前活動又比口語幫助的單字教學及試題預覽來的有效，而單一的單字學習又比整句的試題預覽有幫助。此外，不同聽前活動並沒有對各組高程度或低程度國中生的英語聽力理解造成顯著之差異。問卷及訪談結果顯示，國中生對於三種聽前活動看法不一，但整體而言，都對聽前活動抱持肯定的態度。三組實驗組中，試題預覽組的學生對於聽前活動的態度較為一致，認為聽前觀看題目有益於聽力理解，雖然此態度並無反應在實際之聽力表現上。聽前看圖片則被認為是較受喜愛的聽前活動，因為圖片具趣味性，較能引發聽英文之動機。根據研究結果及討論，國中英語教師可於聽力教學前，實施看圖片的聽前活動，一來引起動機，二來提升聽力理解。最後，希望此研究結果，能對目前台灣國中生英語聽力教學現況，有更深入之了解，及實質教學之助益。

This study investigates the effect of pre-listening activities on the EFL listening comprehension of junior high school students. To address this issue, a mixed approach is utilized to look at three research questions, including (1) Do pre-listening activities have significant effects on junior high school students’ EFL listening comprehension? (2) Are there any significant differences in EFL listening comprehension between proficient and less proficient junior high school students? (3) What are junior high school students’ perceptions of pre-listening activities? The participants were four intact classes containing 130 8th grade students of a public six-year high school in northern Taiwan. The four classes represented three treatment groups and one control group. Each class was randomly assigned to one of the four groups such as picture viewing, question preview, vocabulary pre-teaching, or the control condition. The participants first took an elementary GEPT listening test for classification of proficiency level. Then, pre-listening treatments were conducted prior to listening and the comprehension tests. By contrast, the control group listened to the same dialogues and then completed the questions without any pre-listening treatments. After the second pre-listening treatments, a questionnaire was administered to the three experimental groups. 12 voluntary participants from the three experimental groups were also randomly selected to attend the interview. Results indicated that pre-listening activities benefited junior high school students’ listening comprehension, and picture viewing particularly exhibited significant main effects. Vocabulary pre-teaching and question preview did help comprehension, but the effect was not significant. It appeared that EFL listeners’ comprehension was enhanced best by the nonverbal cues of pictorial aids. Further, the listening performance of the four treatment groups did not differ significantly in terms of proficiency level. However, it seemed that picture viewing helped low proficient listeners best while vocabulary pre-teaching aided high proficient listeners. Overall, participants held a positive attitude toward pre-listening activities but there were varied perceptions toward each activity. Question preview was considered as facilitative in listening comprehension, whereas picture viewing was perceived to be more accessible and motivating. The result implies that there is an inconsistency between listeners’ perceptions and the actual performance. This study provides an additional light to the instruction of EFL listening to the junior high school students in particular. Implications are that junior high school teachers can employ picture viewing to motivate students and also to benefit their listening comprehension.

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