台灣國中教育會考在2015年起將英語聽力測驗列入測驗項目之一。基於回沖效應，英文老師們開始加強學生的聽力以確保學生在此項目能夠得到不錯的成績。在眾多的英語聽力教學法中，Rost (2013)表示聚焦聽力是聽力需訓練的一個重要部份且應該要將此聽力訓練融入教學中，而聽力克漏字便是其中一個聚焦聽力的常用教學法。然而，僅有少數的研究探討透過英文故事及歌曲做聽力克漏字填空所產生的效用。因此，本研究旨在探究以下三個研究問題: (1) 透過故事及歌曲做聚焦聽力能否顯著提升學生的英語聽力? (2) 透過故事及歌曲做聚焦聽力是否能增進學生的英語聽力自我效能? (3) 學生對於使用故事及歌曲進行聚聽教學的觀感為何?
三十位國中生參與此次的研究，其中16位為實驗組，另外14位則列入控制組。實驗組的同學加入了為期20週的實驗，在課堂中，學生不僅只是使用國中的英文教材，每週課堂中會運用20分鐘左右讓學生聽一首英文歌曲或是一則故事。學生在聽的過程中，必須邊聽並填出故事或歌曲空格中的單字。在此同時，控制組的學生們則是專注於國中英文課本內容。
全民英檢初級聽力測驗及聽力自我效能問卷為此研究的前後測工具。全民英檢聽力測驗用來檢視學生是否增進聽力，而聽力自我效能問卷則是了解學生在實驗前後是否有增進聽力自我效能。在實驗後，6位實驗組的學生參與了訪談以表達自己對於此實驗的意見。
實驗結果顯示聚焦聽力雖然不能短時間內增進學生英語聽力測驗的成績，但能顯著提升學生的英語聽力自我效能及學習動機。此外，學生對於運用英文歌曲及故事進行聚聽教學都有正向的回饋，也希望未來還能接受到這類型的教學法。此研究之發現可望提供一些實證研究發現並貢獻於英語聽力教學領域，讓教學相關人士們都能受益於此研究。

Since 2015, listening test has been added to the Comprehensive Assessment Program for Junior High School Students in Taiwan. Due to the washback effect, EFL teachers have started focusing more on listening instruction in order to prepare students for this assessment. Among all the listening teaching methods, Rost (2013) claimed that intensive listening is an essential component of listening proficiency and it should be added to listening instruction. With so many feasible intensive listening methods, listening cloze has been commonly used to facilitate students’ listening comprehension (e.g., Lin,2010; Vargas,2015). However, very few previous studies have explored the effectiveness of intensive listening through songs and stories in the form of listening cloze. Thus, the present study aims to answer the following three research questions: (1) Can intensive listening through stories and songs significantly improve EFL students’ listening ability? (2) Can intensive listening through stories and songs significantly increase EFL students’ listening self-efficacy? (3) How do EFL students perceive the instruction of intensive listening through stories and songs?
The participants of the study included 30 junior high school students, who were divided into two groups. Fourteen students in the control group received regular listening instruction. Sixteen students in the experimental group joined a 20-week experiment. Ten stories and 10 songs were adopted as the listening materials in the experiment. GEPT elementary level listening tests served as the pre-test and post-test to examine students’ listening proficiency. Moreover, pre-test and post-test questionnaires were given to evaluate students’ listening self-efficacy after the experiment. During the process of intensive listening, English songs and stories in the form of cloze were given to the experiment group every week. The participants were required to fill in the lyrics or scripts that are partially completed while listening to songs or stories. After the experiment, semi-structured interviews were held with six participants to know their perspectives toward the intensive listening activities. The results of the study showed that although intensive listening couldn’t boost students’ listening ability in a short time, it facilitated students’ listening self-efficacy and learning motivation. Also, students had positive feedback toward these two listening materials and they would like to receive this type of intensive listening instruction in their future classrooms. The findings of the present study are expected to provide empirical evidence for L2 listening research and also offer pedagogical implications for EFL listening instruction.

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