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系統識別號 U0002-1607201810560000
中文論文名稱 以聽力階層任務評斷大學生的英語聽力理解程度
英文論文名稱 Using Hierarchy of Listening Comprehension to Evaluate University Students’ Listening Ability
校院名稱 淡江大學
系所名稱(中) 英文學系碩士班
系所名稱(英) Department of English
學年度 106
學期 2
出版年 107
研究生中文姓名 何宜芳
研究生英文姓名 Yi-Fang Ho
學號 603110072
學位類別 碩士
語文別 英文
口試日期 2018-06-14
論文頁數 83頁
口試委員 指導教授-王藹玲
委員-林裕昌
委員-林怡弟
中文關鍵字 聽力階層  聽力信心  聽力困難 
英文關鍵字 Listening hierarchy  Listening confidence  Listening difficulty 
學科別分類 學科別人文學語言文學
中文摘要 本研究目的為研究大學生在英語聽力階層能力的表現。本研究使用三種任務音檔和運用Hackett(1970)研究中四個聽力階層來測試商學院和理學院學生的聽力理解能力,而這四個階層分別為:「給予所聽到的音檔一個適合的主題名稱」、「詳盡敘述音檔所提供理念想法的程序」、「總結你(聽者)從音檔中所聽到的事物」,和「敘述音檔所呈現的目的」。本研究者使用Excel中的t-test功能、本研究的任務感知問卷、來自三個音檔的分數表現和轉錄過的半結構式面談資料去評斷商學院和理學院在聽力階層上的最佳信心值和最困難值、對聽力任務的感知,和聽力階層中p值的表現。除此之外,本研究更加以探討每個聽力任務在第一次與第二次分數上的表現。本研究發現商學院與理學院在「詳盡敘述音檔所提供理念想法的程序」和「總結你(聽者)從音檔中所聽到的事物」在p值上呈現顯著。在最後部分,本研究的作者也給予未來對英文聽力感興趣的的研究者與教學者一些在英語聽力理解領域的建議。
英文摘要 The purpose of the study is to investigate university students’ ability on hierarchy of English listening comprehension. In the present study, the researcher applies three audio tasks and four hierarchies that are adapted from Hackett’s study (1970) to test business and engineering majors’ listening comprehension. Four hierarchy questions from Hackett (1970) are adapted to be: give the audio a name of topic, describing the sequence of ideas provided in the audio in detail, summarizing what you (listener) hear from the audio, and describing what the audio’s purpose is. The researcher applies t-test function in Excel, questionnaires of perception of tasks, performance from worksheets of three audio tasks, and transcribed semi-structure interview to evaluate business and engineering majors’ most confident and difficult hierarchical levels, perception to the task and the performance of p value on each hierarchical question. In addition, the current research further probes scores of each task audio from Test 1 to Test 2 between both majors to see their improvements on each hierarchy listening comprehension test. The current study found that both business and engineering participants’ p value on the hierarchy questions of ability of describing the audios in detail and ability of listening to summarize show significant. In the last section, the author also gives some pieces of advice of the field of listening comprehension for future researcher and instructors who are interested in it.
論文目次 TABLE OF CONTENTS
ACKNOWLEDGEMENTS..............................i
Abstract:..............................iii
TABLE OF CONTENTS..............................iv
Chapter One........................................1
1.1 Background of the Study........................1
1.2 Statement of the Problems......................2
1.3 Purpose of the Study...........................3
1.4 Significance of the Study......................5
Chapter Two........................................6
2.1 Listening Difficulties.........................6
2.2 Less Listening Opportunities...................8
2.3 Engineering Majors’ Needs in English Listening Comprehension......................................9
2.4 The Importance and Perception of Listening Comprehension to Business Majors...................9
2.5 Real-life English from Classroom, Broadcast, Authentic materials, to Internet, and Multimedia........................................10
2.6 Task-based Language Learning Approach.........11
2.7 Hierarchy of Listening Comprehension..........12
2.8 The importance of listening to main topic, details, dealing with listening summary skill, and understand the purpose of the audio..............................13
2.9 Research Questions............................14
Chapter Three.....................................15
3.1 Participants..................................15
3.2 Data Collection...............................15
3.3 Instruments...................................16
3.4 Task with Topic Worksheet.....................16
3.5 Questionnaire on the Perception of Listening Task..............................................17
3.6 Semi-structured Interview.....................18
3.7 Procedures....................................18
3.8 Data analysis.................................20
Chapter Four......................................21
4.1 Result of Research Question One...............21
4.1.1 Most Confident Level in the Perception Questionnaire for BMSs and EMSs...................21
4.1.2 Most Difficult Level in the Perception Questionnaire for BMSs and EMSs...................24
4.2 Result of Research Question Two...............25
4.2.1 BMSs and EMSs’ Perspective to the Tasks.....26
4.2.2 Factors Influence BMSs and EMSs’ Listening Comprehension..........26
4.2.3 BMSs and EMSs’ Expectations of Language Learning...........26
4.3 Result of Research Question Three..........27
4.3.1 Mean Scores and p Value of Task 1, Task 2, and Task 3..........28
4.4 Further Probing into Each Task..........30
4.4.1 Evaluation of Business and Engineering Majors' Performance on Task One: How to play the Monopoly..........30
4.4.2 Evaluation of Business and Engineering Majors' Performance on Task 2: Taco Bell Employee's Act of Kindness Goes Viral: He Makes a Customer Feel Welcomed and Understood..........32
4.4.3 Evaluation of Business and Engineering Majors' Performance on Task 3: I Will Never Be Happy About My Body..........34
4.4.4 Evaluation of Entire Tasks’ Means to Investigate the Improvement from EMSs and BMSs Listening Hierarchy Level..........35
Chapter Five..........40
5.1 Business Majors’ Most Confident Level in Listening Comprehension..........40
5.2 Business Majors’ Most Difficult Level in Listening Comprehension..........42
5.3 Engineering Majors’ Most Confident Level in Listening Comprehension..........42
5.4 Engineering Majors’ the Most Difficult Level in Listening Comprehension..........43
5.5 BMSs and EMSs’ Performances on Hierarchy Listening Comprehension..........44
5.6 Business majors’ language learning tendency and preference..........45
5.7 Engineering Majors’ Language Learning Expectations..........46
5.8 Lack English Learning Environment..........47
5.9 The Influence of Task Genre..........49
5.10 Issues of Listening Comprehension as Related to the Tasks in the Comprehension Tests: Level on Topic, Listen to Detail, Summarizing Skill, and Understanding to the Speakers’ Purpose..........50
5. 10. 1 Comprehending the Topic..........50
5. 10. 2 Meaning of Listening to Details..........52
5. 10. 3 Listening to Summary..........52
5. 10. 4 Listen to Audios’ and Speakers’ Purpose..........53
Chapter Six..........54
6.1 Pedagogical Suggestions..........54
6.2 Cooperative and Collaborative Listening..........55
6.3 Limitations of the Study..........56
References..........57
Appendix A-1..........63

LIST OF TABLES

LIST OF TABLES..........vii
Table 4.1 Task and Perception Means to Question F..........22
Table 4.2 Task and Perception Means to Question A..........23
Table 4.3 Task and Perception Means to Question C..........23
Table 4.4 Question D to the Task and Perception Means..........25
Table 4.5 BMSs and EMSs’ Each Hierarchical Question’s p Value (Test 1)..........28
Table 4.6 BMSs and EMSs’ Means and Percentages of Test 1 on Each Tasks’ Question 2..........29
Table 4.7 BMSs and EMSs’ Means and Percentages of Test 1 on each tasks’ Question 3..........29
Table 4.8 BMSs and EMSs’ Each Hierarchical Question’s p Value (Test 2)..........29
Table 4.9 BMSs and EMSs’ Each Question’s p Value of Task 1..........31
Table 4.10 BMSs and EMSs’ Means and Percentages on Task 1's (How to Play the Monopoly) Hierarchical Questions (Test 1)..........31
Table 4.11 BMSs and EMSs’ p Value on Task 2’s (Taco Bell Employee's Act of Kindness Goes Viral) Hierarchical Questions (Test 1)..........32
Table 4.12 BMSs and EMSs’ p Value of Task 2 on Question 1 (Give the Audio the Name of the Topic) from Test 1 to Test 2..........33
Table 4.13 BMSs and EMSs’ Means of Task 2 on Question 1 (Give the Audio the Name of the Topic) from Test 1 to Test 2..........33
Table 4.14 BMSs and EMSs' p Value on Task 3 of Listening Hierarchy Question 3 (Describe the speaker's/speakers' sequence of the ideas provided from the audio in detail) from Test 1 to Test 2..........34
Table 4.15 EMSs and BMSs’ Task 3's Means on Question 2 (Describe the Speaker's/speakers' Sequence of the Ideas provided from the audio in detail.) from Test 1 to Test 2..........35
Table 4.16 BMSs’ Difference Mean Scores from Test 1 to Test 2 on Question 1 (Give the audio the name of the topic)..........36
Table 4.17 EMSs’ Difference Mean Scores from Test 1 to Test 2 on Question 1 (Give the audio the name of the topic)..........36
Table 4.18 EMSs and BMSs’ Total Difference Means on Question 1 (Give the name of the topic)..........36
Table 4.19 p Value between BMSs and EMSs’ Means on Test 1 of Question 2 (Describe the Speaker's/speakers' Sequence of Ideas Provided from the Audio in Detail)..........37
Table 4.20 BMSs and EMSs’ Means of Total Difference Scores between on Test 1 of Question 2 (Describe the Speaker's/speakers' Sequence of Ideas Provided from the Audio in Detail)..........37
Table 4.21 BMSs and EMSs’ Means of Total Difference Scores between on Test 1 of Question 3 (Summarize What You Hear from the Audio)..........38
Table 4.22 Total Difference Mean EMSs and BMSs on Question 1 to Question 4..........38
Table 4.23 p Value between BMSs and EMSs’ Means on Test 1 of Question 4 (What is Audio’s Purpose)..........39
Table 4.24 p Value between BMSs and EMSs’ Means on Test 2 of Question 4 (What is Audio’s Purpose)..........39


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