台灣大學生EFL學習者聽力策略訓練

Cognitive and Metacognitive Listening Strategies Training For University Non-English Majors

在這項行動研究中，作者針對非英文系二年級學生設計並實施了以認知和後設認知的運用為目標的策略訓練課程，以求促進學生的聽力發展。學習者為在臺北市一所大學語言中心將英文當外文學習（EFL）的學生。56 個台灣非英文系大學生EFL 學習者參加了此項訓練。參加的學生都為二年級的學生，為了符合他們主修課程（例如，經濟、資訊傳播、國際貿易、教育、法律、心理學， 和電腦科學等）的要求，進修此每週一次一小時五十分鐘的必修英語實驗班。學生們都透過大學語言中心的測驗被篩至中低（pre-intermediate）程度。接受認知和後設認知策略訓練的班包括37 位男學生和19 位女學生，年齡範圍從18 歲到23 歲。訓練後學習者在策略學習紀錄（Strategy Learning Logs;SLL）中所表示的態度顯示，學習者認為最有幫助的策略為使用筆記本的後設認知策略，第二為T-list 筆記的認知策略，第三為聽力文本的語意映對策略。

In this action research study, the researcher designed and implemented a strategy-trainingprogram that focused on the development of cognitive and metacognitive strategies topromote listening comprehension ability among second year non-English majors. Learnerswere studying English as a foreign language (EFL) at a university language center in TaipeiCity. 56 Taiwanese non-English major undergraduate EFL learners participated in the training.Participants were second-year students who attended mandatory English laboratory classesonce a week for one hour and fifty minutes in addition to other courses they were taking inorder to satisfy their academic major requirements (e.g., Economics, Communications,International Trade, Education, Law, Psychology, and Computer Science). Participatingstudents were tested by the university language department and assigned to thepre-intermediate level. The class that received the cognitive and metacognitive strategiestraining comprised 37 males and 19 females, whose ages ranged from 18 to 23 years old.Findings revealed that metacognitive strategy of using a notebook and cognitive strategy ofT-list notetaking, followed by semantic mapping of listening texts were the most helpfullistening strategies as perceived by learners who indicated their attitudes towards the trainingon Strategy Learning Logs (SLL).