本研究調查聽力策略使用是否幫助第二語言學習者理解口語表達，並探究學生的聽力表現是否受到聽力焦慮影響。此研究的主要目的是探討第二語言學習中聽力策略使用與聽力焦慮的關係。本研究對象共154名就讀於淡江大學商學院的大一新生，年紀在18、19歲之間。本研究同時運用量性研究和質性研究方法，研究工具包含為時六個禮拜的聽力策略使用課堂教學、前後測聽力測驗、聽力策略使用與聽力焦慮之問卷調查、以及學生訪談。研究結果顯示聽力策略使用對於學習者而言是有效的，而他們的聽力表現會受到聽力焦慮所影響。總結而言，此研究希望能解釋學生對於聽力策略使用的選擇與聽力焦慮之間的關聯。

The study examines whether listening strategy uses help L2 learners comprehend oral speeches and explores students’ performances influenced by listening anxiety. The purpose of this study is to investigate the relationship between listening strategy use and listening anxiety in L2. The subjects were 154 first-year college students aged 18-19 from the Department of Business at Tamkang University. Both quantitative and qualitative research methods were used in this study. The instruments used in this study included six weeks of listening strategy use instructions, pre and post listening tests, questionnaire including questions of strategy uses and listening anxiety, and student-teacher interview. Results of this study revealed the benefits of learners’ listening strategy uses. Learners’ listening performances would be affected by listening anxiety. To conclude, this study may be of importance in explaining levels of listening anxiety would be correlated with students’ choice of listening strategy uses.

TABLE OF CONTENT
ACKNOWLEDGEMENTS	i
CHINESE ABSTRACT	ii
ENGLISH ABSTRACT	iii
TABLE OF CONTENT	iv
LIST OF TABLES	vii

CHAPTER ONE INTRODUCTION	1
1.1	Purpose of the Study	2
1.2	Background of the Study	2
1.3	Statement of the Problem	4
1.4	Research Question	5

CHAPTER TWO LITERATURE REVIEW	6
2.1 Listening Comprehension Processes	7
2.2 L1 Impact on L2 Listening	8
2.3 Anxiety to Language Learning and Listening	11
2.4 Learning Strategy Instruction	13
2.5 Strategy Uses in Listening Comprehension	16
   2.5.1 Bottom-up and Top-down	17
   2.5.2 Predicting and Matching	18
   2.5.3 Inferencing	19

CHAPTER THREE METHOD	21
3.1 Participants	21
3.2 Research Design	22
3.3 Instruments	23
    3.3.1 Instruction	23
    3.3.2 Listening Tests	24
    3.3.3 Questionnaire	25
    3.3.4 Interview	26
3.4 Procedure	27
3.5 Data Analysis	28

CHAPTER FOUR RESULTS	30
4.1 Research Findings	30
4.2 Analysis of relationship between Bottom-up strategies and Anxiety	32
4.3 Analysis of Relationship between Top-down strategies and Anxiety	38
4.4 Analysis of Relationship between Predicting Topics strategies and Anxiety.	43
4.5 Analysis of Relationship between Matching Words Strategies and Anxiety	48
4.6 Analysis of Relationship between Inferencing Strategies and Anxiety	52
4.7 Analysis of Relationship between L1’s Impact and Anxiety	55
4.8 Frequency of Strategy Use	60

CHAPTER FIVE DISCUSSIONS	67

CHAPTER SIX CONCLUSIONS	73
6.1 Pedagogical Implications	75
6.2 Limitations of the Study	78
6.3 Suggestions for Future Research	79

REFERENCE	80
APPENDIX A	85
APPEXDIX B	88
APPENDIX C	100
APPENDIX D	101
APPENDIX E	110
LIST OF TABLES
Table 3.1: Instruction on Listening Strategy Use	24
Table 3.2: Summary of the Research Procedure	28
Table 4.1.1: Reliability Statistics on the research questionnaire	31
Table 4.2.1: One-Sample Statistics (Bottom-up)	33
Table 4.2.2: Pair-Sample T-test (Bottom-up)	35
Table 4.3.1: One-Sample Statistics (Top-down)	38
Table 4.3.2: Pair-Sample T-test (Top-down)	41
Table 4.4.1: One-Sample Statistics (Predicting Topics)	44
Table 4.4.2: Pair-Sample T-test (Predicting Topics)	46
Table 4.5.1: One-Sample Statistics (Matching Words)	49
Table 4.5.2: Pair-Sample T-test (Matching Words)	50
Table 4.6.1: One-Sample Statistics (Inferencing)	53
Table 4.6.2: Pair-Sample T-test (Inferencing)	54
Table 4.7.1: One-Sample Statistics (L1’s Impact)	56
Table 4.7.2: Pair-Sample T-test (L1’s Impact)	58
Table 4.8.1: Frequency of Bottom-up	60
Table 4.8.2: Frequency of Top-down	61
Table 4.8.3: Frequency of Predicting Topics	62
Table 4.8.4: Frequency of Matching Words	63
Table 4.8.5: Frequency of Inferencing	64
Table 4.8.6: Frequency of L1’s Impact	65

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