| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 90 === ABSTRACT
The purpose of the present study lied in the attempts to find out the frequency of Taiwanese senior high school students’ EFL listening comprehension strategy use, and to explore the effects of gender and proficiency on the students’ listening comprehension strategy use. The participants were 301 students from three senior high schools in Chunghua, Taiwan; however, there were finally 297 valid data, including 153 males and 144 females. The instruments of the study were the listening comprehension intermediate test of the General English Proficiency Test, the listening comprehension strategy questionnaire, and the interview question guide.
It was found that, the students used metacognitive strategies most frequently, followed by social/affective strategies and then cognitive strategies. They used translation, employed their knowledge about English, and became aware of their inattention most frequently. However, they seldom used knowledge of other languages and seldom listened for structures. Significant differences in gender favoring females and in proficiency favoring effective listeners were found in the use of overall listening comprehension strategies, as well as metacognitive, cognitive, and social/affective strategies separately. Specifically, compared with males, females planned their listening, employed the top-down and the bottom-up processing, took notes, and asked others for help significantly more frequently. On the other hand, effective listeners exhibited significantly higher frequency in the use of planning, monitoring, self-evaluation, practicing, bottom-up strategies, top-down strategies, note-taking, grouping, summarization, and a social strategy. However, less effective listeners tended to use translation more frequently than effective ones. Pedagogical implications and suggestions for further study were provided at the end of this thesis.
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