英語聽力教學:推論策略教學之效益研究

Effects of Inference Strategy Instruction on EFL College Freshman's Listening Comprehension

國人英語聽解力一向較其他英語文技能低落，究其原因乃在於聽解過程之複雜性及聽的內容之無可控制性，運用相關策略得以減低聽解過程認知處理之負擔，然而，國人在聽英語時卻很少知道如何運用推論策略，因此，本研究旨在探究推論策略教學對於大一學生英語聽解力之效益。本研究以中部大學一年級兩個班級共80 位學生為樣本，其中一班為實驗組，另一班為控制組。本研究工具為英聽推論策略問卷、多益模擬聽力測驗以及訪談收集相關之量化及質性資料，據以分析。在施行推測策略教學前，實驗組和控制組均施予多益模擬聽力測驗和英聽推測策略問卷，以確認兩組之同質性。根據多益模擬聽力測驗的成績，實驗組的學生分成三組成就不同的組別，以探討推論策略教學對不同聽力程度的學生之影響。 實驗為期十周，實驗組於英聽課中接受推論策略教學，控制組施予相同的英語聽力教材，但無任何推論策略教學。實驗結束後，實驗組和控制組都再次施予多益模擬聽力測驗並填寫英聽推測論策略問卷，並自實驗組中選出六位學生，不同成就組別的學生各兩位，接受訪談。量化資料以SPSS 20.0 進行描述性統計、t 檢定以及單因子變異數分析進行檢驗，並以訪談資料交叉比對量化資料。研究結果顯示實驗組在英聽推論策略使用上有明顯的進步，英語聽力理解力也有顯著的進步。就推論策略教學在不同成就學生上的效益方面，推論策略教學對中成就學生和低成就學生的影響比高成就學生顯著得多。本研究根據研究發現提供幾項英語聽力教學之建議。最後，提出本研究的限制並提供未來研究之建議。

Listening skill is always more problematic for Taiwanese English learners as compared with other skills. That is because listening comprehension process is very complicated and listeners are with no any control over the listening input. Applying some strategies while listening may help reduce the cognitive load of comprehending listening input. However, few Taiwanese EFL learners know how to apply inference strategy while listening connected speech. Therefore, the purpose of the study aimed to examine the effects of inference strategy instruction on EFL college students' listening comprehension. The subjects were eighty students from two intact Freshman classes in central Taiwan. One class was assigned as the experimental group, and the other as the control group. The instruments of the study were an inference strategy questionnaire, a TOEIC listening mock test and an interview. Prior to the inference strategy instruction, both experimental group and control group had the TOEIC listening mock test and completed an inference strategy instruction questionnaire as the pre-test in order to check the homogeneity in their listening comprehension and starting point. According to the pretest scores of the TOEIC listening mock test, the subjects in the experimental group were divided into three achieving levels for further analysis. The experiment lasted for ten weeks. The experimental group received the inference strategy instruction whereas the control group received the same listening materials without any inference strategy instruction. Both the experimental and control groups took the TOEIC listening mock test and filled in an inference strategy questionnaire again after ten weeks. Six subjects, two from each achieving level in the experimental group, were selected to be interviewed after the experiment. The quantitative data were analyzed by the SPSS version 20.0 for the descriptive statistics, t-test, and one-way ANOVA. The interview data were analyzed to triangulate the quantitative data. The results showed the experimental group made significant progress in their inference strategy use. Moreover, the results showed a significant improvement on EFL college students' listening comprehension after the inference strategy instruction. As regards with the effects of inference strategy instruction on different achieving level of subjects, mid-achieving level and low-achieving level subjects progressed more than high-achieving level subjects. According to the results of the present study, some suggestions and pedagogical implications were provided. At last, limitations of the study and suggestions for further studies were proposed.