台灣國中階段英語學習者聽力焦慮、使用策略與學習表現的相關研究

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研究生：	楊薏馨 Yi - Hsin Yang
論文名稱：	台灣國中階段英語學習者聽力焦慮、使用策略與學習表現的相關研究 A Study on Listening Anxiety, Strategy Employment, and Performance of Adolescent EFL Learners in Taiwan
指導教授：	田曉萍 Shiau-ping Tian
口試委員:	鍾玉玲 Yu-ling Chung 吳美貞 Mei-jen Wu
學位類別：	碩士 Master
系所名稱：	人文社會學院 - 應用外語系 Department of Applied Foreign Languages
論文出版年：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	210
中文關鍵詞：	英語聽力文類、英語聽力表現、英語聽力策略、英語聽力焦慮
外文關鍵詞：	listening texts, listening performance, listening anxiety
相關次數：	點閱：318 下載：16
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本研究旨在探究國中階段以英語為外國語的青少年學習者的聽力焦慮、聽力策略運用與聽力表現之間的關係。研究對象為台北地區三所國中共二百一十一名學生；研究工具共三項：有聽力焦慮量表、聽力策略問卷與聽力測驗。研究方法為量化分析。
研究結果有:
一、台北地區國中階段英語學習者的聽力焦慮為中等。
二、補償策略是學生最常使用的聽力策略，最少使用的是情感策略。
三、低焦慮的學生比起高焦慮學生使用更多聽力策略，尤其以補償與記憶策略最為明顯。
四、低焦慮的學生在聽力測驗表現較高焦慮學生為佳，特別是在圖片題與對話題文類。
五、經相關關係分析後發現：聽力焦慮與(一)整體聽力表現、(二)在對話題文類的聽力表現、(三)整體聽力策略運用、(四)補償、記憶、後設認知三類的聽力策略運用，呈現負相關。
六、學生的聽力焦慮可以預測其聽力表現。
本研究亦同時討論到給英語教學人員與課程及測驗設計者的一些建議：建議英語教學人員將後設認知策略教學與聽力輔助融入教學，如此可以期待提升學生的聽力表現與降低其聽力焦慮。對於聽力課程設計人員的建議則是編寫與設計後設認知策略教學活動與真實英語聽力輸入於課程內。對英語測驗設計者的建議則是以圖片題文類取代單句問答文類。

The present study explores the relationships among anxiety, strategy employment, performance, as well as performance in three text types on listening among adolescent EFL learners in junior high schools in Taipei area. A total of 211 students were recruited in the study in which the foreign language listening anxiety scale (FLLAS), a listening strategy questionnaire, and a listening comprehension test were implemented. Data collected were analyzed via SPSS 17.0 with execution of T tests, a Pearson product-moment correlation coefficient, and a multiple regression analysis.
Results of the study showed that: (1) Students in the Taipei area possessed moderate listening anxiety; (2) Compensation strategies were the most frequently utilized listening strategies among students, and affective strategies were reported the least applied ones; (3) Students of low anxiety significantly utilized more listening strategies than students of high anxiety, especially compensation and memory strategies; (4) Students of low anxiety performed significantly better than students of high anxiety, particularly in the text types of picture questions and conversations; (5) Listening anxiety was found to negatively correlated with (a) overall listening performance, (b) listening performance in conversation texts, (c) overall strategy utilization, and (d) employment of compensation, memory, and metacognitive listening strategies; (6) Listening anxiety of a learner could be regarded as a predictor for his/her listening performance.
Suggestions for language practitioners and listening curriculum and assessment designers were also discussed in the present study. Metacognitive instruction and listening support were suggested to language practitioners to facilitate performance and alleviate anxiety of learners. To listening curriculum designers, metacognitive strategy instruction and authentic listening input were intimated. Picture questions (statements with visual aids) were suggested to listening assessment designers as an ideal replacement for the text type of statements.

CHINESE ABSTRACT------------------------------------------------------------------------1
ABSTRACT--------------------------------------------------------------------------------------3
ACKNOWLEDGEMENTS-------------------------------------------------------------------5
TABLE OF CONTENTS----------------------------------------------------------------------8
LIST OF TABLES AND FIGURES-------------------------------------------------------11
CHAPTER  ONE  INTRODUCTION
1.1	 Background of the Study---------------------------------------------------------------12
1.2	 Purpose of the Study and Research Questions--------------------------------------19
1.3	 Significance of the Study--------------------------------------------------------------19
1.4	 Definition of Terms---------------------------------------------------------------------22
1.5	 Organization of the Study--------------------------------------------------------------27
CHAPTER  TWO  LITERATURE REVIEW
2.1  Foreign Language Anxiety------------------------------------------------------------30
2.1.1  Source of Foreign Language Anxiety--------------------------------------32
2.1.2  Effects of Foreign Language Anxiety--------------------------------------36
2.2  Foreign Language Listening Anxiety------------------------------------------------41
     2.2.1  Foreign Language Listening Anxiety and Performance-----------------44
2.3  Text Types, Anxiety, and Performance----------------------------------------------46
     2.3.1  Text Types and Foreign Language Test Anxiety--------------------------47
     2.3.2  Text Types and Foreign Language Listening Performance-------------49
     2.3.3  Text Types Involved in the Present Study---------------------------------56
2.4  Foreign Language Listening Strategies----------------------------------------------73
     2.4.1  Foreign Language Listening Strategies and Anxiety--------------------84
     2.4.2  Foreign Language Listening Strategies and Performance---------------86
2.5  Summary of Chapter Two-------------------------------------------------------------94
CHAPTER  THREE  METHODOLOGY
3.1  Participants-------------------------------------------------------------------------------95
3.2  Instruments-------------------------------------------------------------------------------96
3.2.1  Demographic Questionnaire--------------------------------------------------97
3.2.2  Foreign Language Listening Anxiety Scale--------------------------------98
3.2.3  Listening Strategy Questionnaire-------------------------------------------100
3.2.4  Listening Comprehension Test----------------------------------------------103
3.3  Procedures-------------------------------------------------------------------------------107
     3.3.1  Pilot Study---------------------------------------------------------------------107
     3.3.2  Formal Survey and Testing--------------------------------------------------109
3.4  Data Analysis----------------------------------------------------------------------------110
3.5  Summary of Chapter Three-----------------------------------------------------------113
CHAPTER  FOUR  RESULTS & DISCUSSION
4.1  Research Question One----------------------------------------------------------------115
     4.1.1  Results--------------------------------------------------------------------------115
     4.1.2  Discussion---------------------------------------------------------------------121
4.2  Research Question Two----------------------------------------------------------------127
     4.2.1  Results--------------------------------------------------------------------------127
     4.2.2  Discussion---------------------------------------------------------------------130
4.3  Research Question Three--------------------------------------------------------------134
     4.3.1  Results--------------------------------------------------------------------------134
     4.3.2  Discussion---------------------------------------------------------------------136
4.4  Research Question Four---------------------------------------------------------------141
     4.4.1  Results--------------------------------------------------------------------------141
     4.4.2  Discussion---------------------------------------------------------------------143
4.5  Summary of Chapter Four-------------------------------------------------------------145
CHAPTER  FIVE  CONCLUSION
5.1  Major Findings and Conclusion------------------------------------------------------148
5.1.1  Findings Regarding Listening Anxiety and strategy Employment-----149
5.1.2  Findings Concerning Listening Anxiety and Performance--------------150
5.1.3  Findings Regarding Listening Strategy Employment and Performance-----151
5.1.4  Conclusion---------------------------------------------------------------------151
5.2  Implications-----------------------------------------------------------------------------153
     5.2.1  Theoretical Implications-----------------------------------------------------153
     5.2.2  Pedagogical Implications----------------------------------------------------154
5.3  Limitations of the Present Study-----------------------------------------------------160
5.4  Suggestions for Future Research-----------------------------------------------------161
REFERENCES-------------------------------------------------------------------------------164
APPENDICES--------------------------------------------------------------------------------197
  Appendix A. Demographic Questionnaire----------------------------------------------197
  Appendix B. Chinese Version of FLLAS-----------------------------------------------198
  Appendix C. Original FLLAS by Elkhafaifi (2005) ----------------------------------200
  Appendix D. Listening Strategy Questionnaire----------------------------------------201
  Appendix E. Example Task Items of the Listening Comprehension Test----------204
  Appendix F. Pilot Study Interview Questions------------------------------------------205






LIST OF TABLES AND FIGURES

TABLES:
Table 2-1 Oxford’s (1990) Language Learning Strategies…………….......................75
Table 3-1 Illustration of the Items on the FLLAS…………………….…………….100
Table 3-2 Illustration of the Listening Strategy Questionnaire..……………………102
Table 3-3 Illustration of the Listening Comprehension Test Text 1...………………105
Table 3-4 Illustration of the Listening Comprehension Test Text 2...………………106
Table 3-5 Illustration of the Listening Comprehension Test Text 3...………………106
Table 4-1 Distribution of Students’ Foreign Language Listening Anxiety.…………117
Table 4-2 Strategy Employment of All Participants………………...………………118
Table 4-3 T test Outcome of the Listening Strategy Employment of High & Low Anxiety Groups...……………………………………………….................120
Table 4-4 LCT Performance of All Participants...…………………..………………128
Table 4-5 T test Outcome of Overall Performance and in 3 Different Texts of High & Low Anxiety Groups...…………………………………………….............129
Table 4-6 Correlation Matrix for Research Question 3…………..…………………135
Table 4-7 Summary of Multiple Regression Analysis for Research Question 4……142


FIGURES:
Figure 1-1 A Sketch of the Study.....…………………………………………………20
Figure 3-1 Flowchart of the Procedure...……………………………………………112
Figure 4-1 Distribution of Average Foreign Language Listening Anxiety…………116

                                

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