- 學位論文
比較南台灣學術學程學生及職業學程學生 對於使用英語聽講策略之研究
Comparing Strategies In English Listening and Speaking For The Academy-oriented and The Vocation-oriented Students in Southern Taiwan
摘要
論文摘要 本論文旨在探討南台灣高中生及高職生使用英語聽講策略的比較，特別針對(一)英語聽力學習策略，(二)英語口說學習策略，(三)英語聽力應試策略，(四)英語口說應試策略，(五)在學習英語聽力和口說方面面臨的困難，及(六)給英語教師在英語聽力與口說教學中的建議，以南部120位高中生與120位高職生為研究對象做比較性研究。研究員由使用英文聽講為策略之問卷上得知的數據以獨立樣本t檢定進行量化分析。此外，研究員再針對受測者對於六個開放性問題的回應作質化分析。本研究之主要發現如下： 一、高中生和高職生對英語聽力學習策略的反應沒有顯著差異。但是，在問卷第二題和第五題中，高中生的平均分數高於高職生。第二題中，高中生比高職生較同意喜歡聽英文歌學英文。第五題中，高中生比高職生較同意上英語課時，他們總是專注於聽老師說的英語。 二、就英語口說學習策略而言，由高中生較高的平均數來看，高中生和高職生之間存在三個顯著差異，特別是(一)高中生比高職生更同意說英語很容易。(二)高中生上英語課時比高職生更喜歡用英語回答老師的問題。(三)高中生比高職生更喜歡模仿外語電影中某些角色的英語句型或俚語。 三、就英語聽力應試策略而言，由高職生較高的平均數來看，高中生和高職生之間存在一個顯著差異，特別是在參加英語聽力測驗時，高職生比高中生更傾向於邊聽邊翻譯測驗的重點。 四、就英語口說應試策略而言，由高中生較高的平均數來看，高中生和高職生之間存在三個顯著差異，特別是(一)在參加英語口說測驗時，高中生比高職生更有可能根據關鍵字回答。(二)高中生比高職生更傾向於用熟悉的英語單詞來回答。(三)高中生比高職生更傾向於用熟悉的英語句型來回答。 五、高中生和高職生在學習英語聽力方面的三大困難，依次是“認識的英語單字不夠多”，“跟不上速度”及“注意力不集中”，這意味著學生認為他們容易心不在焉，無法專心聽英語。另一方面，高中生和高職生在學習英語口說方面的三大困難，依次是“害怕犯錯，沒有信心開口”，“不能順暢地回答問題”及“認識的英語單字不夠多”。 六、給高中和高職的老師在英語聽力教學的三項建議，依次是“給予更多的練習機會”，“說英語放慢速度”及“提供聽力內容的全文和翻譯”。另一方面，給高中和高職的老師在英語口說教學的三項建議，依次是“給予更多的練習機會”，“帶讀和解釋整個口說內容的文本和翻譯”及“說英語放慢速度”。 根據以上研究結果，本研究者建議學生應該認識更多的英語聽講策略。調查結果顯示幾種常見的聽力學習策略，例如聽英語歌曲、聽英語廣播或上英語課時專注於聽老師說的英語。另一方面，調查結果也顯示了幾種常見的口說學習策略，例如嘗試去想說英語是很容易的、上英語課時用英語回答老師的問題，或者看外語電影時模仿英語句型或某些英語俚語。此外，學生應該注意更多的英語聽講應試策略。調查結果顯示幾種常見的聽力應試策略，例如在進行英語聽力測驗時使用關鍵字猜測測試內容、做筆記或默讀重要的單詞和短語。另一方面，調查結果也顯示了幾種常見的口說應試策略，例如在參加英語口說測驗時控制回答時間的長度，用熟悉的英語單詞回答，或者用熟悉的英語句型回答。 其次，研究者建議教師能了解學生在英語聽力學習中的難點，如英語單詞知之甚少、跟不上速度、注意力不集中等。另一方面，教師可藉由了解學生針對英語聽力教學的建議調整教學，例如給予更多的聽力練習機會、上課說英語速度慢一點、提供聽力全文和內容的翻譯。此外，教師也能意識到學生在英語口語學習中的困難，如害怕犯錯、不能流利地回答問題、沒有機會說話等。另一方面，教師可以可藉由了解學生針對英語口說教學的建議調整教學，例如給予更多的口說練習機會、帶讀和解釋口說全文以及內容的翻譯、上課英語說慢一點。 最後，研究者建議出版商可探索並研發教材中給高中生及高職生的英語聽講策略。教材的內容可說明使用英語聽講策略的重要性。出版商可設計實際的練習，並附上英語聽講策略的應用，出版商可幫助讀者清楚地知道如何使用英語聽講策略來學習。
關鍵字
無資料並列摘要
ABSTRACT This study aims to compare the strategies in English listening and speaking for the academy-oriented (AOS) and the vocation-oriented students (VOS) in southern Taiwan. To be specific, their responses to the use of strategies for the AOS and the VOS were examined in six dimensions,including (a) English listening learning, (b) English speaking learning, (c) English listening testing, (d) English speaking testing, (e) difficulties the AOS and the VOS faced in learning English listening and speaking, and (f) suggestions for English teachers in English listening and speaking teaching. To achieve the study purposes, the researcher limited 120 academy-oriented students (AOS) and 120 vocation-oriented students (VOS) in southern Taiwan to answer a questionnaire. Then the compared the AOS’ and VOS’ responses to the questionnaire were calculated and analyzed quantitatively by an independent samples t-test and descriptive statistics. Moreover, the subjects responses to six open-ended questions were also sampled, analyzed, and discussed qualitatively. Based on the data analysis, the main findings of this study are concluded as follows: 1. There is no significant difference in the responses to the use of English listening learning strategies for the AOS and the VOS. However, the mean scores of Item 2 and Item 5 are more than 3.5 which show that both the AOS and the VOS do have very positive responses to Items 2 and 5. In terms of the responses to Item 2, higher AOS than VOS agree to like listening to English songs to learn English. In terms of the responses to Item 5, higher AOS than VOS agree that during English class, they always concentrate on listening to the English spoken by the teacher. 2. There are three significant differences in the responses to the use of English speaking learning strategies for the AOS and the VOS. In addition, the mean scores of the AOS are higher than that of the VOS. The result indicated that the more AOS than VOS agreed that speaking English was easy. Moreover, it reveals that the AOS liked to answer the teacher's questions in English during English class than the VOS. Furthermore, it reveals that the higher AOS than VOS liked to imitate English sentence patterns or slang words of certain characters in foreign language films than the VOS. 3. There is one significant difference in the responses to the use of English listening testing strategies for the AOS and the VOS. In addition, the mean score of the VOS is higher than that of the AOS. The result shows that the more VOS than AOS used to translating the key points when taking the English listening test. 4. There are three significant differences in the responses to the use of English speaking testing strategies for the AOS and the VOS. In addition, the mean scores of the AOS are higher than VOS. The result indicates that the more AOS were more likely to answer based on key words more when taking the English speaking test than the VOS. Moreover,it reveals that the more AOS than VOS tend to answer with familiar English words when taking the English speaking test. Furthermore,it suggests that the AOS are likely to answer with familiar English sentence patterns when taking the English speaking test than the VOS. 5. The three top difficulties in learning English listening in classes for the AOS and the VOS are “Knowing few English words”, “Cannot keep up with speed”, and “Lacking of concentration”. On the other hand, the three top difficulties in learning English speaking in class for the AOS and the VOS are “Being afraid of being wrong, and do not have the confidence to speak”, “Cannot answer questions fluently”, and “Knowing few English words”. 6. The three top suggestions for teachers in teaching English listening includes “Giving more opportunities to practice”,“Speaking English slowly”, and “Providing whole texts and translation of listening content”. On the other hand, the three top suggestions for teachers in teaching English speaking includes“Giving more opportunities to practice”, “Reading and explaining the whole text and translation of the spoken content”, and “Speaking English slowly”. Based on the study findings, the researcher suggested that students should recognize more English listening and speaking learning strategies. There are several listening learning strategies shown in the findings, such as listening to English songs, listening to English radio, or concentrating on listening to the English spoken by the teacher, trying to think speaking English is easy, answering the teacher's questions in English during English class, or imitating English sentence patterns or slang words of certain characters in foreign language films. In addition, students should notice more English listening and speaking testing strategies. There are several listening testing strategies focused in the findings, such as using keywords to guess the test content, taking notes, controlling the length of the answering time, and answering with familiar English words. Secondly, teachers should realize students’ difficulties in learning English listening, such as knowing few English words, and cannot keep up with speed, and lacking of concentration. Then, they might give more opportunities to practice, speak English slowly, and provide whole texts and translation of listening content. In addition, teachers should realize students’ difficulties in learning English speaking, such as being afraid of making mistakes, cannot answer questions fluently. They might give more opportunities to practice, read and explain the whole text and translation of the spoken content, and speak English slowly. Finally, the publishers should design practical exercises with listening and speaking strategies application. So they might help readers know how to use strategies to learn English listening and speaking.