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系統識別號 U0002-0801201811224800
中文論文名稱 回音法策略增進國中七年級補救教學學生英語聽力與自我效能之研究
英文論文名稱 The Study of Echo Method in Remedial Instruction to English Listening and Self-efficacy for 7th Graders
校院名稱 淡江大學
系所名稱(中) 教育科技學系數位學習在職專班
系所名稱(英) E-Learning Executive Master’s Program in Educational Technology
學年度 106
學期 1
出版年 107
研究生中文姓名 胡素月
研究生英文姓名 Su-Yue Hu
學號 704740116
學位類別 碩士
語文別 中文
口試日期 2017-12-13
論文頁數 160頁
口試委員 指導教授-徐新逸
委員-沈俊毅
委員-鄭維容
中文關鍵字 補救教學  英語聽力策略  回音法  英聽自我效能 
英文關鍵字 Remedial Instruction  Listening Strategy  Echo Method  Listening Self-efficacy 
學科別分類
中文摘要 聽力理解是口語能力發展的必要條件,更是語言發展的開端。由104、105與106會考英語聽力待加強比率顯示(台師大心測中心),英語聽力的學習表現差異大呈現兩極化,多數待加強的學生認為聽力極為困難,此與長期以來國中階段的英語教育較少著墨於聽力的訓練與培養有關。教師如何透過聽力理解技巧的帶領,輔助待加強學生的聽力學習,將是教師於聽力教學必須關注的面向。本研究以不等組前後測設計之準實驗法方式進行,研究對象為宜蘭縣某國中七年級補救教學學生共12人,藉由回音法(Echo Method)的聽力策略學習方式,透過反覆聆聽、複誦與錄音的過程,加強聽力並培養自我學習的能力。課程進行3週共10節,內容為第2學期課本之教材,資料蒐集採取自編英語聽力與自我效能表之前後測成績,以及學生個別回音法練習之錄音檔、教師課間觀察、課堂學習單、平台回饋與訪談資料為主,以質量化並重的方式進行分析,以解釋呈現研究結果。研究結果顯示:一、回音法能增進國中補救教學學生的英語聽力;二、回音法對於國中補救教學學生的「自我效能」有正面影響;三、學生喜歡回音法「聽與錄」的聽力練習模式;四、學生能以積極與認真的態度面對聽力。
研究結論指出回音法策略能有效提升國中七年級補救教學學生的英語聽力理解,對自我效能亦有正面提升效果,本研究並根據上述研究結果對於行政、國中英語聽力補救教學與回音法後續研究提出建議,供未來國中補救教學實施英語聽力教學設計之參考。
英文摘要 Listening is essential to the development of language, especially speaking. However, most lower-achievement students think listening is difficult from the results of CAP (Comprehensive Assessment Program for Junior High School Students) in 2015, 2016 and 2017. The purpose of this research is to explore whether students under remedial instruction can use “Echo Method” to improve their listening and self-efficacy. As part of the research, Google Classroom was used to allow students to upload and download listening files. The use of “echo method” showed that students are able to improve their English language listening skills and increase their self-efficacy.
This research has a quasi-experimental design. The participants are 12 seventh graders from two remedial classes. One class had a traditional listening course, and the other used echo method. The data collection consisted of listening pre- and post-tests designed by the researcher, pre- and post-test self-efficacy questionnaires, worksheets, recordings, class observations, and individual interviews. The data collected was analysized both quantitatively and aualitatively. The results showed as follows: (1) Echo method helped improve English listening comprehension. (2) The students gave a positive response to the use of echo method. (3) The results of English listening self-efficacy questionnaire were fairly positive. Morever, through interviewing, the students gave a positive feedback on echo method.
Based on the results, some suggestions are given for applying echo method to FFL listening instruction in junior high schools, and advice is provided for future research as well.
論文目次 謝誌 ⅰ
中文摘要 ⅱ
英文摘要 ⅲ
目次 ⅴ
表次 ⅷ
圖次 ⅸ
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 6
第三節 重要名詞釋義 7
第四節 研究範圍與限制 9
第五節 研究貢獻 9
第二章 文獻探討 11
第一節 英語聽力的內涵、困境與教學法 11
第二節 回音法的來源與理論依據 28
第三節 自我效能之定義與相關研究 38
第四節 英語補救教學實施 45
第三章 研究方法 53
第一節 研究設計與方法 53
第二節 研究對象與實施場域 56
第三節 研究流程 58
第四節 實驗處理 61
第五節 研究工具 64
第六節 資料分析 68
第四章 研究結果與討論 71
第一節 回音法策略對國中補救教學學生英語聽力的影響 71
第二節 回音法策略對國中補救教學學生自我效能的影響 76
第三節 國中補救教學學生對回音法策略的感受 81
第五章 結論與建議 95
第一節 結論 96
第二節 建議 98
參考文獻 103
一、中文書目 103
二、英文書目 109
附錄 122
附錄一:英語學習背景問卷 122
附錄二:論文研究家長同意書 123
附錄三:論文研究學生同意書 124
附錄四:九次傳統與回音法聽力課程內容 125
附錄五:傳統法聽力教學設計概念 128
附錄六:回音實驗法教學設計概念 130
附錄七:回音法技巧示範(第一節課) 132
附錄八:回音法技巧實際練習(第二節課) 134
附錄九:回音法聽力練習(第三~十節課) 136
附錄十:回音法總結(第十一節課) 138
附錄十一:自編聽力試題前測第一頁 140
附錄十二:自編聽力試題後測第一頁 142
附錄十三:自編聽力試題前後測難易度 144
附錄十四:英聽自我效能量表 145
附錄十五:九次回音法課程課間學習單 147
附錄十六:錄音表現評量表 156
附錄十七:教學省思觀察日誌 157
附錄十八:十節回音課程學生總表現簡表 158

表次
表2- 1 近5年英語聽力學習困難方面的研究結果 22
表2- 2 近5年國內國中英語聽力活動相關論文 26
表2- 3 近5年英語聽力學習與自我效能相關研究結果 42
表2- 4 近5年國內國中英語補救教學相關研究結果 50
表3- 1 實驗組與控制組實驗步驟表 55
表3- 2 實驗設計模式 56
表3- 3 回音法課程單元及活動內容簡表 59
表3- 4 兩組實驗處理對照表 61
表3- 5 自編英語聽力測驗之試卷架構 65
表3- 6 質化編碼方式 70
表3- 7 研究目的、研究工具與資料分析對照表 70
表4- 1 聽力測驗控制組前後測分數 72
表4- 2 聽力測驗實驗組前後測分數 72
表4- 3 聽力測驗前後測敘述性統計量表 73
表4- 4 兩組學生聽力測驗前後測WILCOXON符號等級檢定結果 74
表4- 5 兩組學生聽力測驗前後測WILCOXON符號等級檢定結果 74
表4- 6 課文理解學習單控制組成績 75
表4- 7 課文理解學習單實驗組成績 75
表4- 8 聽力自我效能控制組前後測分數 76
表4- 9 聽力自我效能實驗組前後測分數 77
表4- 10 自我效能表前後測分數統計 77
表4- 11 兩組學生自我效能前後測WILCOXON符號等級檢定結果 79
表4- 12 兩組學生自我效能前後測WILCOXON符號等級檢定結果 80


圖次
圖2-1 HURIER聽力過程模式 17
圖2-2 聽力理解模式與相互關係 18
圖2-3 訊息處理模式 19
圖2-4 聽力理解過程的認知模式 21
圖2-5 三元交互決定論 38
圖2-6 效能預期與結果預期之差異 40
圖3-1 研究架構圖 54
圖3-2 教學實施場域 57
圖3-3 研究流程圖 57
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