A Study on the Effects of Listening Strategy Instruction on Taiwanese Industrial Vocational High School Students' EFL Listening Comprehension

• Main Authors: Chia-yun Chien, 錢佳筠
• Other Authors: Yu-gi Chao
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/53242829402421407810

碩士 === 國立彰化師範大學 === 英語學系 === 94 === ABSTRACT The present study aimed at examining the effects of listening strategy instruction on Taiwanese industrial vocational high school students. The subjects were two classes of second-grade industrial vocational high school students in central Taiwan. The experiment of listening strategy instruction lasted for nearly a semester. Each week one listening strategy was taught with modeling, examples and exercises. In total, the subjects have learned and practiced fourteen listening strategies, which were comprised of metacognitive strategies, cognitive strategies and social/affective strategies. During the instruction phase, both the experimental and the control group had the same listening texts. The only difference was that the experimental group received listening strategy instruction whereas the control group didn’t receive any listening strategy instruction. The data were collected by using two GEPT listening sections for the pre- and post-tests, a listening comprehension strategy questionnaire, a reflection questionnaire, and a one-on-one interview. The results showed that the students in the experimental group made significant progress after the strategy instruction, indicating that listening strategy instruction facilitated industrial vocational high school students' listening comprehension. Moreover, the improvement in the experimental group’s strategy use suggests that strategy instruction can facilitate students’ use of listening strategies more frequently. Furthermore, the students' responses on the reflection questionnaire and in the interview also indicated that most of them hold positive attitudes toward listening strategy instruction and that they had more confidence and felt less nervous after the strategy instruction. Based on the results, a number of pedagogical implications were provided. Firstly, listening strategy instruction can be incorporated into the class of English Listening and Speaking in the industrial vocational high school. Secondly, sufficient time and sufficient practice can help students become more familiar with the strategy application. Thirdly, in-service EFL listening strategy training programs enable English teachers to become aware of the applications as well as facilitating effects of strategies. Moreover, a number of limitations of the study were pointed out and several suggestions for further study were made at the end of the thesis.