The Effects of a Listening Comprehension Oriented Approach on Reading and Listening Performance of EFL Learners in a Technological University

以聽力理解為導向之教學對台灣科技大學學生實施標準化英檢測驗之效益研究

張旭琪(Hsu-Chi, Chang) ； 蔡世峰(Shih-Feng, Tsai) ； 張喬妍(Chiao-Yeng, Chang)

《應用語文學報》 10期 (2019/12) Pp. 1-22

https://doi.org/10.6906/JAL.201912_(10).0001

摘要

Research (Feng & Chang, 2010) has shown that there is a positive correlation coefficient between English listening comprehension and reading comprehension on standardized English tests for Taiwanese technological undergraduates. To decide which English language proficiency, reading ability or listening one, helps another and to help these underachieving Taiwanese technological undergraduates to enhance their English proficiency to meet the graduation requirements set by individual schools, the authors have designed and advocated listening comprehension oriented programs. In the current study, 117 subjects who have not met their English graduation requirements, which are equivalent to the A2 level of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) format, to graduate participated. Subjects were divided into three instruction modes: 1) the control group, in which the reading section only (RO) instruction mode was given; 2) the first experimental group, which received the listening section only (LO) instruction mode; and 3) the second experimental group, in which both listening and reading (LR) sections were administered evenly. The results indicated that, on the pre-test, there was no significant difference found in the three groups. However, on the post-test, a significant difference was identified among the three instruction modes. In addition, the Tukey's HSD indicated that students who had listening section only (LO) instruction outperformed the other two groups. In a further analysis, the LO instruction mode outperformed the other two groups. Moreover, the LR group outperformed significantly on the reading section; whereas, in the control group, i.e., the RO group, the performance was found to be static on both sections. Based on the findings of the current study, the author claims that the listening comprehension is the key that enhances English language learners' reading one. Detailed instructional suggestions were presented for all academic levels.

關鍵字

Listening comprehension ； Technological undergraduates ； GEPT ； Exit requirement

並列摘要

研究顯示（馮敏毅，張旭琪，2010），台灣某科技大學學生在標準化英檢測驗上的表現，聽力與閱讀部分呈現高度正相關的現象，但到底是英語聽力測驗表現好的學生，幫助其在閱讀測驗部分的表現，還是情況相反，至今尚無定論。爰此，作者針對未通過畢業門檻的117位科技大學大學生，進行以聽力、閱讀為主以及聽力與閱讀各半的課程之研究。在為期一學期的教學之後，作者發現，接受聽力測驗與閱讀測驗教學各半的學生，其在閱讀測驗部分的表現有顯著進步，但在聽力測驗上的表現則仍與前測相同。然而，接受以聽力測驗教學的學生，其在後測上的表現，則是在聽力測驗與閱讀測驗部分，皆有顯著進步。針對此發現，作者提出了提升台灣科技大學學生英語能力的具體作法。

並列關鍵字

英語聽力 ； 科技大學學生 ； 全民英檢 ； 畢業門檻