高中生與高職生之聽力理解及聽力困難與後設認知覺察之比較研究

A Comparison of EFL Students’ Listening Comprehension, Listening Difficulty and Metacognitive Awareness of Listening at Senior High Schools and Vocational Senior High Schools

林舒瑀(Shu-Yu Lin)

指導教授 ： 趙玉芝

國立彰化師範大學/文學院/英語學系/碩士(2021年)

摘要

本研究旨在比較高中生與高職生在英語聽力後設認知覺察及聽力困難之現況，並探 討英語聽力表現與學習者的後設認知覺察之相關性。研究對象為 272 位十一年級，其中 140 位就讀高中，另外 132 位就讀高職。本研究工具包括聽力後設認知問卷、聽力理解 測驗、聽力困難問卷、以及半結構化訪談。收集之量化數據以 SPSS 21.0 版本進行描述 性統計，如:平均數、標準差、以及推論統計，如:獨立樣本 t 檢定、多變量變異數分 析等統計方法來進行量化分析。半結構化訪談內容用以交叉比對量化分析結果。
根據研究問題，研究結果有以下四點發現。首先、高中生和高職生在聽力後設認知 中的解決問題、計畫和評估、個人知識、引導注意力等具有顯著差異。高中生傾向運用 解決問題的能力，例如:經驗及知識、文本大意、反覆思考等，來理解聽力。此外，高 中生會有計畫地聽。而且，也比較常引導注意力;然而，高職生普遍缺乏後設認知，只 運用個人知識來理解英語聽的內容。第二、整體來說，高分組、中分組、低分組之間在 英語聽力後設認知覺察具有顯著差異。高分組在解決問題、計畫與評估、心理翻譯和引 導注意等運用最多;然而，低分組較缺乏計劃與評估以及解決問題。第三、高職生的聽 力困難是生字、有限短期記憶、專心程度、心理圖像、訊息不一致、以及說話速度;然 而，高中生的聽力困難是生字和說話速度。第四、在聽力後設認知的五大因素中，高中 生最常運用的前三項依序為解決問題、計畫和評估以及引導注意力，而高職生最常運用 的前三項依序為解決問題、引導注意力以及計畫和評估。
本論文最後提出高中職英語聽力教學之應用，並指出本研究的限制，以及提供未來 相關研究之建議。

關鍵字

英語聽力理解 ； 後設認知 ； 英語與聽力困難 ； 高中 ； 高職

並列摘要

The purpose of the study was to investigate the differences between high school and vocational high school students’ metacognitive awareness in listening and listening difficulties. Moreover, the study focused on finding out whether there is a relationship between listening proficiency and metacognitive awareness. A total of 272 eleventh-grade students participated in the study. In this sample, 140 participants were from senior high schools, while 132 participants were from vocational high schools. The instruments of the study included a Metacognitive Awareness of Listening Questionnaire (MALQ), a listening comprehension test, a listening difficulty questionnaire, and a semi-structured interview guide. An independent sample t test and MANOVA of SPSS version 21.0 were employed to analyze the quantitative data. The semi-structured interview with students was applied to triangulate the quantitative data.
The findings of the study show significant differences between high school and vocational high school students in the areas of problem solving, planning and evaluation, person knowledge, and directed attention. High school students tended to solve problems, such as recalling past experience and knowledge, general idea of the text and rethinking. Moreover, they usually had a plan for listening. Furthermore, they had higher metacognitive awareness on directed their attention while listening to the passage. However, vocational high school students lacked metacognitive awareness, compared with high school students. Secondly, there were significant differences among the high-achieving group, mid-achieving group, and low-achieving group in metacognitive awareness. The high-achieving group had the highest metacognitive awareness on problem solving, planning and evaluation, mental translation and directed attention while the low-achieving group lacked planning and evaluation as well as problem solving. Thirdly, vocational high school students encountered more listening difficulties in unknown words, limited short-term memory, the degree of attention, mental representation skills, incongruences in the message, and the speed of delivery while high school students showed listening difficulties only in unknown words and the speed of delivery. Conclusively, from highest to lowest three factors most affecting high school students were problem solving, planning and evaluation as well as directed attention.
In vocational high school students this order changed to problem solving, directed attention then planning and evaluation.
At the end of the thesis, a number of pedagogical implications are provided. The limitations of the study are pointed out. Finally, a number of suggestions for further study are
proposed.

並列關鍵字

English listening comprehension ； metacognitive awareness ； English listening difficulty ； senior high school ； vocational senior high school

參考文獻

REFERENCES

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