- 學位論文
以性別差異觀點探討私立大學學生聽力理解，學習態度及策略使用之研究
The Study of Gender Difference on Listening Comprehension Attitude, Proficiency and Strategy Used by EFL Learners in a Private University
摘要
本研究主旨是以性別觀點來探討私立大學學生的聽力理解,學習態度及策略使用的差異。本研究以北部某私立大學商科系主修學生為研究對象；其中包含了48位男學生和55位女學生。研究的主要工具為多益聽力測驗、態度問卷以及聽力策略問卷調查。學生回答問卷之結果經由SPSS程式中之獨立t考驗做量化分析 本研究之主要發現摘述如下： (1) 對於英語聽力而言，女學生比男學生抱持更積極正面的態度。女學生較願意花時間去練習英文聽力，此外他們需要老師的幫忙與鼓勵來增進英文能力，男學生則是偏向獨立學習者，當無法理解聽力內容時，會自己嘗試去理解聽力的內容，而比較不會尋求他人的幫忙。 (2) 研究結果顯示，男女學生在聽力表現上並沒有顯著差異。 (3) 男女學生在使用後設認知策略上有顯著差異，但是在認知策略社會及和情意策略上並無顯著差異。整體而言，女學生使用聽力策略的頻率高過於男學生。 (4) 高程度男女學生在使用後設認知策略上有顯著差異，但是在認知策略社會及和情意策略上並無顯著差異。女學生比較常使用後設認知策略和認知策略，而社會及和情意策略比較受到男學生歡迎。低程度男女學生在使用後設認知策略上有顯著差異，但是在認知策略社會及和情意策略上並無顯著差異。整體而言，女學生使用聽力策略的頻率高過於男學生。 根據以上之研究結果，在三個策略類型當中，男女學生最常使用後設認知策略，其次是社會/情意策略，最少使用的是認知策略，因此研究者建議老師可以多教導學生如何使用認知策略和社會/情意策略來增進英文聽力能力。此外為了幫助男女學生能有更積極的態度和更常使用聽力策略，老師必須要了解男女學生的差異，再針對不同類型的學生給予適當的指導。
並列摘要
The study aims to explore learners’ learning attitude and learning strategy used by different genders, especially the listening learning strategy of college students. In addition, it investigates the relationship between the listening proficiency and listening strategy use. The participants for the main study are non-native speakers of English from a private university in Taiwan. The classes of business major students were randomly selected as the learners. A total of 103 language learners with 48 male and 55 female participants constituted this population. The sources of data for this study included a listening test in class, listening attitude questionnaire and listening strategies questionnaire. The learners’ responses to the questions in a five-point scale on the questionnaire were calculated and analyzed quantitatively by an independent t-test. Based on the data analysis, the major findings of this study are summarized as follows: 1. Female learners held higher positive attitude than male learners. Female learners wanted to practice more to improve listening and they needed the help from the teachers. Male learners seemed to be more independent learners. They did not often ask from other people’s help, but they would try their best to comprehend the content when they have a problem understanding something in English class. 2. Based on the results, there was no significant difference between male and female on listening comprehension test. 3. The significant difference between male and female learners could be found in the use of Metacognitive strategies. However, there was no significant difference in the use of Cognitive strategies and Social/affective strategies between both gender groups. This finding indicated female learners used listening strategies more often than male students. 4. The significant difference between high level male and female learners could be found in the use of Metacognitive strategies. However, there was no significant difference in the use of Cognitive strategies and Social/affective strategies between both gender groups. Females preferred Metacognitive strategies and Cognitive strategies. Social/affective strategies were favored by high level male students. As for the low level male and female learners, the significant difference could be also found in the use of Metacognitive strategies. However, there was no significant difference in the use of Cognitive strategies and Social/affective strategies between both gender groups. This finding indicated low level female learners used listening strategies more often than low level male students. The results show that Metacognitive strategies were the most popular strategies for both group, followed by Cognitive strategies and Social/affective strategies were not often used by the learners. So teachers have to put more emphasis on strategy instruction especially for Cognitive strategies and Social/affective strategies. In conclusion, teachers cannot neglect the importance of gender and proficiency difference in the use of listening strategies. It could be a useful guideline for teachers to prepare for their listening course. By doing so, teachers are able to design suitable listening materials for different gender and proficiency groups to fit their needs.