EFFECTS OF LISTENING STRATEGY INSTRUCTION ON EFL SENIOR HIGH SCHOOL STUDENTS' ENGLISH LISTENING COMPREHENSION IN TAIWAN

• Main Authors: Su-fen Lin, 林素份
• Other Authors: Yu-gi Chao
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/92092777242912514239

碩士 === 國立彰化師範大學 === 英語學系 === 95 === ABSTRACT The present study aimed at exploring the effects of listening strategy instruction on EFL senior high school students in Taiwan. The 79 subjects were from two classes of the second-grade of senior high school students in central Taiwan. One class was randomly assigned as the experimental group, and the other as the control group. The experiment was conducted for eight weeks. Each week, one listening strategy was taught with modeling, examples, and exercises, followed by more practices. In total, subjects in the experimental group were instructed eight English listening strategies, which were consisted in the metacognitive strategies, and cognitive strategies. They included selective attention, listening for main ideas, questioning for clarification, self-monitoring, prediction, linguistic inference, note-taking, and repetition. During the experiment, the control group was merely given listening exercises and tests, whereas the experimental group received listening strategy instruction in addition to the listening exercises and tests. The instruments of the study were the intermediate GEPT listening sections for the pre- and post-tests, the Background Information Questionnaire, the Listening Comprehension Strategy Questionnaire, and the Interview. The results showed that firstly the experimental group performed significantly better than the control group on the listening comprehension test after the strategy-based listening instruction. Secondly, though on average there was no significant difference in listening strategy use after the strategy-based listening instruction; however, the two-sample t-test demonstrated that both the effective listeners and less effective listeners employed their strategy more frequently after the strategy-based listening instruction. Thirdly, it was found that the effective listeners employed listening comprehension strategies significantly more frequently than the less effective listeners. Based on the results, pedagogical implications and further suggestions were provided at the end of the thesis. Key words: English listening comprehension, listening strategies, strategy-based instruction, EFL in senior high school