An Investigation on Listening Comprehension Strategies used by the Students in the German Department in Southern Taiwan

• Main Authors: Yen-shan Li, 李燕姍
• Other Authors: Huey-shya Kao
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/46041432873218586778

碩士 === 國立高雄第一科技大學 === 應用德語所 === 97 === The purpose of this research is to investigate listening comprehension strategies on German listening used by one unverisity German majors, who studied in southern Taiwan, and to explore the relationship between their use of listening comprehension strategies and four background variables. Four background variables are gender, years of study, German proficiency and English proficiency. This study is conducted through questionnaire, a total of 400 samples are collected. With 368 valid samples. Percentile, cross analysis, correlation analysis and t-test are computed for data analysis. The results indicate that: 1.With 38 questions on the listening comprehension strategies questionnaire. Only 18 questions show high use of listening comprehension strategies, 20 questions show medium use. Of six kinds of strategies, the students use memory strategy more often, and they use metacognitive strategy least. 2. About the frequency of every strategy used, The students use “ Guessing intelligently”of compensatative strategy , “Using Keywords”of memory stratgy, “Arranging and Planning” of metacognitive strategy and “ Analyzing and reasoning” of cognitive stategy more frequrently. The strategies that the students use least are “ Seeking practice chance”of metacognitive strategy and “Discussing your feelings with someone else”of affective strategy. 3. Gender is found significantly related to the use of the listening comprehension strategies, females use memory strategies more frequently than males. There are significant differences between females and males in memory, compensation and affective strategies. 4. Years of study German also show significant differences in the use of memory strategies. The students who have learned German for two years use strategies statistically fewer than the others. The students who study German under two years use memory strategy most, while the students who study German over two years use compensatative strategy more frequently. There are significant differences in the four groups, especially in cognitive, compensatative, metacognitive and affective strategies. 5. German proficiency is found significantly related to the use of listening comprehension strategies, the students, who passed Zertifikat Deutsch (ZD) or TestDaF, use listening comprehension strategies more frequently than the students, who did not pass the exam. There are significant differences between the two groups, especially in using imagery, reviewing, highlighting, seeking practice chance and developing cultural understanding. 6. English proficiency is found significantly related to the use of memory strategies, the students, who have pass General English Proficiency Test (GEPT), use listening comprehension strategies more frequently than the students, who did not pass the exam GEPT. There are significant differences between the two groups, especially in practicing naturalistically, translation, analyzing contrastively, and using a variety of resource. Based on the results and the limit of the research, this study provides suggestions to German teachers, as well as researchers for future studies.