Examining the Inter-relationship of Metacognitive Strategy Training, Listening Comprehension, and Learning Attitude in EFL Training

後設認知策略訓練、聽力理解以及學習態度之間的關係

錢景甯(Ching-Ning Chien) ； 高儷華(Li-Hua Kao)

《中原學報》 32卷2期 (2004/06) Pp. 241-254

https://doi.org/10.6358/JCYU.200406.0241

摘要

聽力理解是台灣大學生英語學習的主要困難，本研究探討後設認知訓練課程、聽力理解、學習效果以及學習態度之間的關係。九十位中原大學學生參加這項研究，他們托福成績都在435分以上，研究者就成績高低順序將他們分配至英語能力相當的兩個研究組，分別是接受後設認知訓練之實驗組，以及沒接受任何後設認知提示之控制組。Pearson相關係數分析結果顯示此兩組學生之聽力理解與學習者學習態度有正相關。兩組獨立資料t檢定分析數據驗證指出後設認知能力訓練明顯有益英語聽力。同時以李克特氏尺度（Likert-scale）方式所搜集資料分析數據顯示學生學習態度愈正面者，聽力成績表現愈好。再以主成分分析法（Principal Component Analysis）萃取的組成因素作回歸分析，發現影響聽力成績三大主要因素分別是：（1）聯想已存知識以建構聽力內容的能力；（2）積極樂觀的學習態度；（3）確實演練的行動。另一項發現是接受後設認知能力訓練的實驗組比沒有接受此訓練的控制組學習態度有較正面的轉變。

關鍵字

英語為外語之學習者 ； 學習態度 ； 聽力理解 ； 聽力策略 ； 後設認知能力訓練 ； 聽力意識

並列摘要

A problem with EFL students is that although they can recognize words when written down, they cannot understand those same words when spoken. This study aims to investigate the inter-relationship of metacognitive strategy training, listening performance and attitude change in university students learning EFL. Ninety university students participated in this experiment. They scored above 435 in TOEFL and were divided into two groups of equal scoring distribution. Students in the experiment group were provided with metacognitive strategy training, while students in the control group were taught without metacognitive strategy training. Pearson correlation coefficients, which were employed to measure the relationship between understanding and attitude toward learning, concluded that there was a positive correlation between listening performance and positive attitude. A two-sample t-test given eight months into the experiment showed that the metacognitive strategy training had greater effects on listening improvement in the post-protocol recalls with p-value 0.002. A Likert-scale questionnaire survey indicated that the better the attitude students held, the better marks they made. Regression analysis identified the strategy of constructing a framework for aural input with prior knowledge as well as an optimistic attitude and response in action as the three attitude factors which influenced EFL learners' performance in listening comprehension. Furthermore, metacognitive strategy training had a relatively positive impact on the change of attitudes towards language learning.

並列關鍵字

EFL learners ； learning attitude ； listening comprehension ； listening strategy ； metacognitive strategy training ； listening awareness