EFL學生英語聽力理解策略與聽力困難之研究

A Study of EFL Students’ Strategies on English Listening Comprehension and Their Listening Difficulties

黃湘晴(Hsiang-Ching Huang)

指導教授 ： 范燕姬

義守大學/語文學院/應用英語學系/碩士(2015年)

https://doi.org/10.6343/ISU.2015.00009

摘要

本研究旨在探究EFL學生在英語聽力理解過程中策略的使用與他們的聽力困難。此研究共有二百一十位來自義守大學應用英語學系的參與者 (二百零八位學生及兩位英語教師)。本研究使用兩項工具：一項為學生聽力策略之應用與其聽力困難探究之問卷；另一項為訪談問題，以調查學生及教師對於學生在英語聽力理解過程中，聽力策略的使用與其遇到的聽力困難之觀點。筆者透過描述性統計去分析問卷資料的結果，並從錄音檔中轉譯出訪談資料，以利於與問卷資料做三角測量，再進行討論及回答本研究中的兩個研究提問。

本研究主要發現概述如下:

(一) 在學生英語聽力理解過程中，最常使用的認知策略為：「以課文的重點來猜測不懂的字彙之意思」；此外，在學生英語聽力理解過程中，最顯著被應用的後設認知策略為：「有理解困難時，努力地專注在聽力課文上」。

(二) 「輸入因子」於每項聽力因子分類中持有最高頻率。「英語中不熟悉的重音及語調形式」在學生聽力過程中之輸入因子裡為主要的聽力困難。「當學生思考不熟悉的字彙或句子的意思時，便忽略了聽力課文後續的部分」在學生聽力過程中之聽者因子裡為主要障礙。然而，大部份的學生表示，在聽力過程中，他們很少遇到有關過程因子的聽力困難。

(三) 兩位英語教師對於學生英語聽力理解上重要的策略持有他們各自的見解。第一位老師指出：對學生而言，重要的聽力策略為了解課文中整體的大意與理解句子的結構；第二位老師回答：學生應接觸真實語言，且自基礎至高等階層循序漸進，並發展及應用他們自己的聽力策略。

(四) 關於兩位英語教師對學生聽力困難的見解，他們各自提出四項學生時常在英語聽力理解過程中遇到的主要困難。此外，兩位英語教師都認為學生聽力困難皆和言談表述形式與口音有關。

根據本研究的結果，關於英語聽力理解的一些教學啟示及對未來研究之建議，則提供在本論文最後章節裡。

關鍵字

聽力理解 ； 認知策略 ； 後設認知策略 ； 聽力困難

並列摘要

The aims of this study are to explore EFL students’ strategies use and their listening difficulties in English listening comprehension process. There were 210 participants in total (208 students and two English instructors) attending this research, who came from the Department of Applied English, I-Shou University. Two instruments were applied to embark the study: One was the questionnaire for probing students’ employment of listening strategies and their listening difficulties, and the other was the interview questions for investigating both students’ and teachers’ viewpoints toward students’ utilization of listening strategies and listening difficulties they confronted in their process of English listening comprehension. The writer analyzed the results of the questionnaire data through descriptive statistics, and transcribed out the interview data from the recording files in order to triangulate with the questionnaire data for making discussions and answering two research questions in this research.

The major findings of the present study are summarized as below:

(1) The most frequently used cognitive strategy in students’ English listening comprehension process was guessing the meaning of unknown words through the main idea in the text; besides, the most saliently applied metacognitive strategy in students’ process of English listening comprehension was focusing harder on the listening text when they had trouble understanding.

(2) The “input factor” held the most frequency in each category of listening factor. The unfamiliar stress and intonation patterns of English was the major listening difficulty in input factor in students’ listening process. The neglect toward the listening text’s subsequent part as students made thinking the meaning of unfamiliar words or sentences caused the main obstacle in listener factor in students’ listening process. However, most of the students stated that they rarely confronted the listening difficulties with process factor in their listening process.

(3) Two English instructors held their own perspectives on the important strategies toward students’ English listening comprehension. The first teacher indicated that the important listening strategies to students were getting the general script of the text and understanding the sentence’s structure; the second teacher responded that students should be exposed to the authentic language from the basis to the advanced level, and then develop and apply their own listening strategies.

(4) With regard to two English instructors’ perceptions of students’ listening difficulties, they proposed four primary difficulties respectively that students often encountered in their English listening comprehension process; besides, there were some common grounds between two English instructors’ own viewpoints to students’ listening difficulties, which were problems of the speech patterns and the accent.

Based on the results of the present research, some pedagogical implications and suggestions for the further studies about English listening comprehension are given in the last chapter of this thesis.

並列關鍵字

Listening comprehension ； Cognitive strategies ； Metacognitive strategies ； Listening difficulties

參考文獻

Jou, Y. J. (2010). A study of English listening strategies applied by technological university students. Journal of TOKO University, 4(2), 1-16.

Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners’ listening comprehension and awareness of metacognitive strategies: How are they related? International Education Studies, 6(9), 31-39. doi: 10.5539/ies.v6n9p31

Bidabadi, F. S., & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching, 4(1), 26-32.

Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34-38.

Cai, D. (2007). Facilitating English major’s listening comprehension through metacognitive strategy training. Journal of Zhaotong Teacher’s College, 29(3), 43-46.