| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 105 === The study aimed to examine the effects of listening strategy instruction on the listening comprehension and strategy use of EFL learners at junior high school, with attempts to explore the differencesin strategy use among different achievers. The subjects were 58 students from two seventh-grade classes at a junior high school in Changhua, Taiwan. One class was as experimental group, and the other class was as control group. The experimental group was taught eight listening strategies for eight weeks, whereas the subjects in the control group did not receive any strategy instruction. There were listening strategies including advanced organizer, directed attention, selective attention, self-management, linguistic inferencing, extralinguistic inferencing, questioning for clarification, and cooperation. The instrumentation of the study contained the GEPT listening test at the Elementary level, the school periodical examination of listening test, the Listening Comprehension Strategy Questionnaire (LCSQ), and the semi-structured interview guide. The quantitative data were analyzed by SPSS version 21 for the descriptive statistics, t-tests, and one-way ANOVA. The qualitative interview data were analyzed by categorizing the subjects’ responses in the interview data.
The results showed that the experimental group made no significant difference from the control group in listening comprehension of GEPT, but the experimental group reached a significant difference in school periodical examination of listening test as compared with the control group after the listening strategy instruction. In addition, the frequency of listening strategy use of the experimental group increased after the strategy instruction. Moreover, low achievers made more significant progress in listening strategy use.
The results demonstrated that advanced organizer and directed attention were the most frequent used strategies while the least used strategy was selective attention by junior high school students. Listening strategy use might improve students’ listening performance, especially for low-level achievers in particular. Finally, the pedagogical implications of the study and suggestions for further study were provided at the end.
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