簡易檢索 / 詳目顯示

回結果列表
研究生： 陳雅瀞
Chen, Ya-Ching
論文名稱： 一位外籍英師教學對英語聽力理解及聽力焦慮之影響：以北部郊區一所國小五年級學童為例
The Impact of a Native English Speaking Teacher on Listening Comprehension and Listening Anxiety: An Exploratory Study on Fifth Graders in A Rural District in Northern Taiwan
指導教授： 吳美貞
Wu, Mei-Chen
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2017
畢業學年度： 105
語文別： 英文
論文頁數： 94
中文關鍵詞： 外籍英師 、聽力理解 、聽力焦慮
英文關鍵詞： Native English speaking teachers (NETs), Listening comprehension, Listening anxiety
DOI URL： https://doi.org/10.6345/NTNU202203011
論文種類： 學術論文
相關次數： 點閱：88  下載：0 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 隨著外籍英師的優勢被廣泛地討論，他們的教學對於學生實質的語言學習幫助愈發值得探討。在目前的研究中，卻缺乏相關研究，因此本研究主要目的為探討外籍英師對於年輕外語學習者的英力理解能力及聽力焦慮的影響。本研究主軸有二; 其一為檢視在外籍英師的訓練下，學習者聽力理解能力的培養過程及結果。 其二為檢視在外籍英師的教導下，學習者的聽力焦慮感的變化。為求研究結果的綜整性，質性的研究工具以及量性的研究工具皆會被使用，如聽力測驗、問卷、課室觀察及訪談等。
    研究結果顯示，學習者的聽力理解能力在外籍英師的教學下有顯著提升。在研究中並發現學習者除了聽力測驗成績有顯著進步外，對於語言的敏感度、對目標語及目標文化的了解也整個有所提升。而聽力焦慮方面，量化研究結果呈現上升狀態; 質化研究結果則顯示學習者認為聽外師教學是一件享受且放鬆的事情。
    最後根據研究結果對於英語教學及未來研究方向提供幾點建議，祈能更深入探討國內外籍英師在英語教學中扮演之角色。

    While the advantages of native English speaking teachers in English class have been discussed, the actual effects of native English teachers’ instruction to particular language skill are relatively unexplored. The study aims to investigate the impacts of native English speaking teachers on young foreign language learners’ listening comprehension and listening anxiety level. There are two foci of the research. First, both the result and the process of learners’ listening comprehension development is prudently examined. Second, as listening anxiety might play a role in listening performance and language acquisition, it is carefully investigated. Quantitative and qualitative data collection tools such as listening comprehension test, questionnaires, observations, and interviews are utilized in the research.
    The findings suggest that the learners make a great progress in listening comprehension by learning with the native English speaking teacher. The progress is not limited to their performance on the listening comprehension test but extends to the sensitiveness to linguistic features of English, and the broaden scope of knowledge of the language and the culture. With respect to listening anxiety, the statistics do not demonstrate the native English speaking teacher’s impacts after six months. Nevertheless, most of the learners seem to view listening as a joyful and relaxing activity when listening to the native English speaking teacher after six months. These findings have implications for the educational settings and local English teachers.

    TABLE OF CONTENTS ACKNOWLEDGEMENT I 摘要 II ABSTRACT III TABLE OF CONTENTS V LIST OF TABLES VII LIST OF FIGURES VIII CHAPTER ONE 1 INTRODUCTION 1 1.1 BACKGROUND OF THE STUDY 2 1.1.1 The Status of English Language in The World 2 1.1.2 Educational Setting of English in Taiwan 3 1.1.3 NETs and Language Skills Emphasized 6 1.2 PURPOSE OF THE STUDY 9 1.3 RATIONALE OF THE STUDY 10 1.4 RESEARCH QUESTIONS 13 1.5 SIGNIFICANCE OF THE STUDY 13 1.6 ORGANIZATION OF THE STUDY 14 CHAPTER TWO 16 LITERATURE REVIEW 16 2.1 NATIVE ENGLISH SPEAKING TEACHERS 16 2.1.1 Beliefs about NETs 17 2.1.2 NETs in EFL Countries 17 2.2 LISTENING COMPREHENSION 20 2.2.1 Foreign Language Listening Comprehension 20 2.2.2 Listening Comprehension Skills 22 2.2.3 The Importance of Listening 23 2.2.4 Factors Affecting Listening Comprehension 24 2.3 LISTENING ANXIETY 26 2.4 RELATIONSHIP BETWEEN NATIVE ENGLISH SPEAKING TEACHERS, LISTENING COMPREHENSION AND ANXIETY 28 2.5 SUMMARY 29 CHAPTER THREE 30 METHODOLOGY 30 3.1 RESEARCH DESIGN 30 3.2 PARTICIPANTS 33 3.3 INSTRUMENTS 34 3.4 DATA COLLECTION PROCEDURE 39 CHAPTER FOUR 43 RESULTS AND DISCUSSION 43 4.1 NET’S IMPACT ON LEARNERS’ LISTENING COMPREHENSION 44 4.1.1 Learners’ Performance on the Listening Comprehension Test 44 4.1.2 Speculations On Learners’ Listening Comprehension Improvement 50 4.1.3 Summary of the NET’s Impact on Learners’ Listening Comprehension 67 4.2 NET’S IMPACT ON LISTENING ANXIETY 67 4.2.1 Learners’ Response to Foreign Language Listening Anxiety Scale 67 4.2.2 Learners’ Perception on the Affective Aspect of Listening 73 4.2.3 Summary of the NET’s Impact on Learners’ Listening Anxiety 77 CHAPTER FIVE 79 CONCLUSION 79 5.1 SUMMARY OF THE MAJOR FINDINGS 79 5.2 PEDAGOGICAL IMPLICATIONS 82 5.3 LIMITATIONS OF THE STUDY 83 5.4 SUGGESTIONS FOR FUTURE RESEARCH 84 REFERENCES 86 APPENDIX A 90 APPENDIX B 91 APPENDIX C 94

    Butler, Y. G., & Lee, J. (2006). On‐Task Versus Off‐Task Self‐Assessments Among
    Korean Elementary School Students Studying English. The Modern Language Journal, 90(4), 506-518.
    Barratt, L., & Kontra, E. H. (2000). Native‐English‐speaking teachers in cultures other
    Boyle, J. P. (1984). Factors affecting listening comprehension. ELT journal,38(1),
    34-38.
    Carless, D., & Walker, E. (2006). Effective team teaching between local and
    native-speaking English teachers. Language and Education, 20(6), 463–477. doi:10.2167/le627.0
    Chiang, C. C. (2012). Effects of Native and Non-native Speaker Co-teaching on
    Elementary School Students' English Learning Attitude and Motivation.
    Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language
    classroom. The modern language journal, 89(2), 206-220.
    Feyten, C., 1991. The power of listening ability: an overlooked dimension in language
    acquisition. Modern Language Journal 75 (2), 173–180.
    Gilman, R. A., & Moody, R. L. M. (1984). What practitioners say about listening:
    Research implications for the classroom. Foreign Language Annals, 17(4), 331-334.
    Goh, C. (1999). How much do learners know about the factors that influence their
    listening comprehension?. Hong Kong Journal of Applied Linguistics, 4(1), 17-42.
    Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use
    and listening comprehension among Iranian IELTS learners.International Journal of English Linguistics, 2(4), 115.
    Jeon, M., & Lee, J. (2006). Hiring native-speaking English teachers in East Asian
    countries. English Today, 22(04), 53-58.
    Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley
    Longman Ltd.
    Lasagabaster, D., & Sierra, J. M. (2005). What do students think about the pros and
    cons of having a native speaker teacher?. In Non-native language teachers(pp. 217-241). Springer US.
    Ling, C. Y., & Braine, G. (2007). The attitudes of university students towards
    non-native speakers English teachers in Hong Kong. RELC journal, 38(3), 257-277.
    Luo, W.-H. (2007). A study of native English-speaking teacher programs in
    elementary schools in Taiwan. Asia Pacific Education Review, 8(2), 311–320.
    Ma, F., & Ping, L. (2012). Advantages and disadvantages of native‐and nonnative‐
    English‐speaking teachers: Student perceptions in Hong Kong.TESOL quarterly, 46(2), 280-305.
    Mahboob, A. (2004). Native or non-native: What do the students think. Learning and
    teaching from experience: Perspectives on nonnative English-speaking professionals, 121-147.
    Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a
    second or foreign language, 3, 429-442.
    Merino, I. G. (1997). Native English-speaking teachers versus non-native
    English-speaking teachers. Revista alicantina de estudios ingleses: RAEI, (10),
    67-79.
    Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐
    efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295.
    Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the
    secondary level. Teaching Exceptional Children, 36(5), 52-58.
    O'MALLEY, J. M., Chamot, A. U., & Küpper, L. (1989). listening comprehension and
    communicative assessment tasks. ETS Research Report Series, 2007(1), i-60.
    Rankin, P. T. (1928). The importance of listening ability. The English Journal,17(8), 623-630.
    Rao, Z. (2010). Chinese students' perceptions of native English-speaking teachers in
    EFL teaching. Journal of Multilingual and Multicultural Development,31(1), 55-68.
    Rao, Z. (2010). Chinese students’ perceptions of native English-speaking teachers in
    EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55–68.
    Rost, M. (2002). Teaching and Researching Listening. London, UK: Longman.
    Serraj, S., & bt Noordin, N. (2013). Relationship among Iranian EFL students' foreign language anxiety, foreign language listening anxiety and their listening comprehension. English Language Teaching, 6(5), 1.
    Tajino, A., & Tajino, Y. (2000). Native and non-native: what can they offer? Lessons
    from team-teaching in Japan. ELT journal, 54(1), 3-11.
    than their own. TESOL journal, 9(3), 19-23.
    Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening
    comprehension with Spanish young learners of English. Language Learning &
    Technology, 11(1), 87-101.
    Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening
    comprehension with Spanish young learners of English. Language Learning & Technology, 11(1), 87-101.
    Wang, Y. H. (2008). The teaching behavior differences between native and non-native
    English speaking teachers: A case study at public primary school in Taiwan. Unpublished master’s thesis). National Taiwan University of Science and Technology, Taipei, Taiwan.
    Xiu-ling, C. H. E. N. (2004). The Relation between Students' Anxieties and Listening
    Comprehension and the Enlightenment to Teaching [J]. Media in Foreign Language Instruction, 2, 016.
    Yan, H. (2006, May). Assessment for improving learning. In 32nd Annual Conference
    of the International Association for Educational Assessment, Singapore (pp. 21-26)
    Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445.
    Zhang, X. (2013). Foreign language listening anxiety and listening performance:
    Conceptualizations and causal relationships. System, 41(1), 164-177.
    Moussu, L. M. (2006). Native and Nonnative English-Speaking English as a Second Language Teachers: Student Attitudes, Teacher Self-Perceptions, and Intensive English Administrator Beliefs and Practices. Online Submission.
    Eslami, Z. R., & Fatahi, A. (2008). Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. TESL-EJ, 11(4), n4.
    LUK, C. M., & 陸靜雯. (2001). Exploring the sociocultural implications of the native English-speaker teacher scheme in Hong Kong through the eyes of the students.)
    Rao, Z. (2010). Chinese students' perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55-68.
    Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64.
    Ma, F., & Ping, L. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL quarterly, 46(2), 280-305.
    Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
    Yalçınkaya, F., Muluk, N. B., & Şahin, S. (2009). Effects of listening ability on speaking, writing and reading skills of children who were suspected of auditory processing difficulty. International journal of pediatric otorhinolaryngology, 73(8), 1137-1142.
    Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT journal, 60(3), 222-232.
    Millington, N. T. (2011). Using songs effectively to teach English to young learners. Language Education in Asia, 2(1), 134-141.
    Schmidt, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The modern language journal, 78(2), 179-189.
    Hayati, A. M. (2009). The impact of cultural knowledge on listening comprehension of EFL learners. English language teaching, 2(3), 144.
    Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. Tesol Quarterly, 21(4), 737-758.
    丁仁（民92）。日韓英語啟蒙教育實施情況之考察研究。東亞地區語文使用與教學現況研討會論文集（頁 討會論文集 1-28）。台北：國立台灣師範大學。
    丁仁. (2003). 日韓英語啟蒙教育實施情況之考察研究。
    吳忠訓. (2015). 不同中外籍英師協同教學模式對小六學生聽力和口說的成效研
    究.國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文, 1-115.
    李育奇. (1993). 國中生接受美國教師教授英語會話之調查研究─ 嘉義市立大業
    國中實施報告.
    郭家彤. (2014, December 21). 中外師英語協同教學中學生學習之探討~以宜蘭縣
    為例. Retrieved October 30, 2016, from
    http://fguir.fgu.edu.tw:8080/handle/039871000/12263
    陳錦芬, 黃三吉, 簡雅臻, 沈雅文, & 陳書民. (2006). 探討臺北市國民小學英語
    外師需求與最佳聘任模式. 臺北市政府教育局委託之專題研究成果報告. 臺
    北市: 教育局.
    蔡靜宜. (2015). 從英語外籍教師文化優勢現象看台灣英語教育─以文化全球化面
    向探討之. Retrieved from http://nhuir.nhu.edu.tw/handle/987654321/20955
    應惠蕙. (1993). 焦慮對台灣高中生英語學習的影響.
    蘇琬婷. (2009). 國小英語課中外師協同教學之教師教學認知研究. 國立臺北教育
    大學課程與教學研究所學位論文, 1-196.
    吳曉雯. (2001). 成就一個 [聲色俱全] 的英語教室: 研究教師與研究者運用歌曲
    韻文於國小英語教學之協同行動研究. 國立臺北教育大學課程與教學研究所
    學位論文, 1-176.
    顏萍萱. (2012). 新北市國民小學英語教育之推動及其問題研究. 淡江大學教育政
    策與領導研究所碩士班學位論文, 1-155.

    無法下載圖示 本全文未授權公開
    QR CODE