台灣高中英語教科書聽力活動之分析研究

A Study on the Listening Activities in the Taiwanese Senior High School English Textbooks

蔡伊琇(Tsai Yi-Hsiu)

指導教授 ： 葉錫南

國立臺灣師範大學/文學院/英語學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DE.004.2018.A07

摘要

本研究主要目的為針對現行五個版本高中英語教科書內聽力活動進行分析比較，整體研究依據三大面向進行分析: (1) 聽力活動文本特質 (2) 聽力活動設計及 (3) 教師手冊內的聽力教學指引。其中文本特質又細分為文本類型、文本訊息密度及文本語言功能；聽力活動設計則採用Lund學者所提出的Function-Response Matrix進行活動分析；第三面向的教學指引，則是著重於探討聽力教學指引是否涵蓋提供學生背景知識以及教師是否讓學生重複聽錄音檔，並且了解聽力前、聽力中以及聽力後各個版本中的建議教學活動。

本研究的分析結果摘要如下: (1) 大部分教科書中(A版本, B版本, C版本及E版本)聽力活動的文本類型屬於獨白及對話，而D版本中多數聽力文本則屬於單句式問句，(2) 各個版本教科書內聽力活動的平均訊息密度均落於50%左右，而各個版本內訊息密度並未有隨冊數增加而逐漸增加的趨勢，(3) 大部分的聽力活動著重於傳遞訊息給聽者 (informational)；除了D版本外，其他四個版本中的聽力活動文本屬於交流型功能(interactional)者均低於10%，(4) 根據Lund學者所提出的Function-Response Matrix，教科書內的聽力活動多數屬於選擇-大意理解以及選擇-細節理解兩種類型，(5) 每個版本中教學指引均有建議教師讓學生重複性練習聽錄音檔，但著重的情況及類型不一，百分比分別為A版本(96%)、B版本(81%)、C版本(26%)、E版本(25%)及D版本(5%)，(6) 所有的聽力活動均提供聽者不同類型的情境知識，這些情境訊息可分為圖片、簡短介紹、題幹、選項、敘述及圖表...等等，(7) 與聽力前及聽力後活動相比較之下，聽力中所建議的活動較少，主要是於聽力時作筆記或是寫下關鍵字；而聽力前活動則占比較大的比例，分別為B版本(91%)、A版本(72%)、C版本(55%)、E版本(54%)及D版本(36%)。聽力後建議活動在各版本所佔的比例則依序為B版本(74%)、C版(51%)、A版本(43%)、E版本(20%)及D版本(5%)

根據本研究分析結果，希望能夠提供高中英文教科書更具體的聽力活動設計概況以及各個版本的聽力教學指引。雖然研究發現顯示教科書內的活動具多樣變化，但是在教科書中，聽力練習普遍上仍被歸類為補充性的練習，而非活動主體。期盼教科書編纂者能夠參考分析結果，重新評估教科書內聽力活動的設計是否進行調整。
除此之外，隨著大考中心聽力測驗的實施，聽力教學才開始逐漸受到重視，因此，若是對聽力教材沒有足夠的了解，教師要提供學生有效的聽力教學也會窒礙難行。期盼教師亦能夠為學生選擇更適切的聽力教材、運用不同版本所提供的教學指引和建議活動並能適切地補充教材。

關鍵字: 英文教科書；聽力活動；聽力教材

關鍵字

英文教科書 ； 聽力活動 ； 聽力教材

並列摘要

This study aims to investigate the listening activities in the current five senior high school English textbooks. The analyses cover three major areas: (1) the features of the listening texts (2) the design of the listening activities in terms of listener function and listener response and (3) the teaching guidance provided in the teacher’s manual. With regard to the features of the listening text, this study includes text type, information density and functions of the language. In addition, the function-response matrix proposed by Lund (1990) is adopted to analyze the design of listening activities. As for the third area, the focus is on whether recursive listening and the provision of contexts are recommended in the textbooks. Besides, the suggested activities in the three listening stages are also examined.

The results of the analyses can be summarized as follows: First, the listening activities in the Textbooks A, B, C and E are mostly monologues and dialogues, while most of the listening activities in Textbook D belong to sentential-level. Second, the information density in the multitude of the listening texts in the textbooks are approximately 50% and there is no progression of the information density from volume one to volume six. Third, most of the listening activities aim at informational function. Except for the listening activities in Textbook D, the proportion of the activities in the other four versions that include the texts with interactional function is lower than 10%. Fourth, based on the Function-Response Matrix proposed by Lund (1990), the majority of the listening activities fall in choosing-main idea comprehension and choosing-detail comprehension. Fifth, the proportion of the listening activities that are advised to implement recursive listening in the textbooks are as follows: Textbook A (96%), Textbook B (81%), Textbook C (26%), Textbook E (25%) and Textbook D (5%). Sixth, the listening activities in all these textbooks provide contexts for the listeners. The contexts provided come in listening questions, pictures, statements and the rest. On the other hand,. Seventh, few units in these five sets of textbooks include suggested while-listening activities. These activities are mainly taking notes or writing down certain key vocabularies. As for the pre-listening activities, they account for larger proportion. The proportion of the suggested pre-listening activities in each textbook are as follows: Textbook B (91%), Textbook A (72%), Textbook C (55%), Textbook E (54%) and Textbook D (36%). On the other hand, the proportion of the suggested post-listening activities in each textbook are as follows: Textbook B (74%), Textbook C (51%), Textbook A (20%), Textbook E (54%) and Textbook D (5%).

Based on the findings of this research, it is hoped that the research can offer better understanding of how the listening activities are designed and the teaching guidance in the different set of textbooks.

Even though the findings show that the diversity of the listening activities in the textbooks is high, the listening activity is commonly located as a supplementary learning area in the current English textbooks. Therefore, it is hoped that the textbook writers can also refer to the findings of the study and re-evaluate whether the listening activities should be modified.

Besides, instructors begin to emphasize listening instruction with the emergence of the Test of English Listening Comprehension (TELC). Therefore, without the understanding of the listening material, it will be difficult for them to provide effective listening instruction for students. Hence, the researcher hopes that instructors can select proper listening material for students and utilize the teaching guidance and suggested activities provided. Furthermore, instructors can properly supplement the listening material for the students.

Keywords: English textbooks; listening activity; listening material

並列關鍵字

English textbooks ； listening activity ； listening material

參考文獻

REFERENCES

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Anderson, A. & Lynch, T., (1988). Listening. Oxford University Press, New York.

Asher, J. H. (1969). The Total Physical Response Approach to Second Language Learning. Modem Language Journal, 53 (1), 3-17.

Bejar, I., Douglas, D., Jamieson, J., Nissan, S., & Turner, J. (2000). TOEFL 2000 listening framework: A working paper. Princeton, NJ: Educational Testing Service.