| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 96 === ABSTRACT
This study was aimed to investigate the effects of explicit teaching of listening strategies on senior high school students’ English listening comprehension, with attempts to find out differences in listening strategies among high achievers, mid achievers, and low achievers. The subjects were 76 students from two classes of the second-grade of senior high school students in eastern Taiwan. One class was randomly assigned as the experimental group, and the other as the control group. The experiment was carried out for fifteen weeks. Every week the researcher taught two of the twelve targeted listening strategies to the subjects in the experimental group, whereas the subjects in the control group received none of the strategies. These strategies included directed attention, selective attention, planning, self-evaluation, listening for main idea, note-taking, association, prediction, imagery, repetition, cooperation, and asking for clarity. The instrumentation included a listening strategy list, Live Interactive English Magazine, the listening section of the GEPT at the intermediate level, listening journals, and the interview guide.
The results showed that the group of low achievers made the most significant progress in listening comprehension after the explicit teaching of listening strategies. In addition, the listening strategies most students used at a given listening task corresponded to what the instructor anticipated. Moreover, all of the high achievers, mid achievers, and low achievers held positive attitude towards listening strategy instruction. However, higher achievers became more interested in listening strategy instruction.
Based on the results, some pedagogical implications were provided. First of all, English teachers are recommended to incorporate the explicit listening strategy instruction into Listening and Speaking Class at senior high schools. Secondly, the teachers should encourage the students to face listening comprehension in a positive way. Thirdly, listening strategy instruction is supposed to be delivered gradually, over an extended period of time, and the teachers require to demonstrate these strategies explicitly instead of dictating them to the students. Fourthly, English teachers should be equipped with the ability to instruct students in selecting proper listening strategies and help students cultivate this kind of ability. Finally, some limitations of the study and several suggestions for further study were provided at the end of the thesis.
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