本論文主要目的是在探討認知策略教學對台灣高職生英語聽力之成效。本研究亦檢測學生聽力能力及策略使用進展及探究不同程度學生對認知聽力策略教學看法與策略教學中教師所遭遇之困難。在此質量並重之研究方法中，研究對象為三十七位高職二年級生，學生分為高分組及低分組，同時進行為期十六週之認知策略教學，總共教導十四種認知聽力策略。研究工具包括聽力測驗、聽力策略問卷、教師觀察日誌、學生反思日誌及訪談記錄，質性與量化資料同時收集並以統計數據分析。研究結果顯示受試者於聽力程度及策略使用頻率皆達顯著進步。高分組學生在聽力策略使用上明顯多於低分組，低分組學生經策略教學後，策略使用頻率顯著增加。受試者於重複、辨識及使用常見句型與公式、標記重點這些策略使用上都顯著增加，翻譯策略使用則顯著減少。質性資料結果顯示，學生對聽力策略教學抱持正向的態度，此策略教學不僅提升學生對聽力策略的認知與運用也增進學生聽力及語言能力。此研究證明認知聽力策略教學對高職生英語聽力有正面影響。最後，研究者基於研究結果提出針對高職生聽力策略教學的相關建議及未來的研究方向。

The current study aims to investigate the effects of cognitive strategy instruction on listening comprehension of EFL learners in a vocational high school in Taiwan. The specific objective is to examine whether students’ listening proficiency and strategy use progress after the cognitive listening strategy instruction. Moreover, the study intends to explore the different perspectives of listening strategies among listeners with different proficiency and further the difficulties the teacher encountered during the instruction. In this mixed-method study, 37 vocational high school students were divided into two groups, more-proficient and less-proficient listeners. All participants received cognitive listening strategy instruction. During the 16-week instruction, the participants were instructed 14 cognitive listening strategies. Quantitative data from questionnaires and listening comprehension tests, and qualitative data from open-ended questions in post-questionnaire, participants’ reflection journals, interview answers and teacher’s observation notes were collected and analyzed through descriptive statistics, paired t-tests and independent sample t-tests.
The results of quantitative data presented that participants made significant improvement in listening comprehension and the overall strategy use. The more proficient listeners significantly outperformed the less proficient listeners in the frequency of strategy use, while the less proficient group made significant increase in strategy use. As for the specific strategies, the participants significantly increased the use of cognitive strategies, i.e., repeating, recognizing and using formulas and patterns, and highlighting. Nonetheless, participants significantly decreased the use of translating. With regard to the qualitative data, the results showed that participants had positive attitudes toward the cognitive listening strategy instruction. The instruction raised participants’ awareness of using listening strategies and enhanced their listening ability and language proficiency. The study confirmed that cognitive listening strategy instruction had positive effects on EFL vocational high school students, and most participants benefited from the strategy instruction. The findings may provide implications for EFL cognitive listening strategy instruction to vocational high school students and offer suggestions for future studies on listening strategy instruction.

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