為輔助提升台灣英語教師聽力教學法，本研究旨在探討英語聽力課程的聽前活動之重要性，藉由兩組合計120位北台灣西班牙語系大學生的學習成效進行對比，對照組施行一般影像輔助教學，實驗組則加上聽前活動，為紀錄學習成效，在１２堂教學實驗前後各實施前後測驗，及兩次延遲測驗。實驗結果顯示，實驗組不僅進步顯著，進步幅度更大幅超越對照組，對照組反而出現退步現象，印證聽前活動能幫助提升英語聽力學習的不足。問卷以及簡單訪談結果顯示出實驗組對於自身英語能力評估，跨文化感知以及學習動機都較控制組來得好。民國104年台灣大考中心將英語聽力列入大學入學考試，為因應此教育政策，本研究強調台灣英語教師需要設計能加強學生基模訓練的聽前活動，以激發學生英語聽力學習成效。 The aim of this study is to investigate an alternative instruction to teach EFL listening comprehension in an EFL environment, such as Taiwan. This study examined two types of instruction of English listening teaching in a Taiwanese college for a comparative experiment. The participants were first-year Spanish majors and they were divided into two groups, with one group, the control group (CG), instructed with video-based instruction without any pre-listening activities while the other, the experimental group(EG), with video-based instruction and schematic pre-listening activities. Both groups received 12 times of different instruction, and a pretest before the instruction and a posttest after the instruction were utilized to measure participants’ performance on listening comprehension. In addition, the delayed posttest was conducted to investigate the long-term effect of this study. Results show that experimental group (EG) not only made considerable improvement, it also performed better than the control group (CG) significantly. The control group (CG), in effect, showed regression rather than progression after 12-week instruction. The results bolster our hypothesis that schematic pre-listening activities could enhance students’ listening comprehension ability extensively. Further, the results of the questionnaire and a small-scale interview indicated that the participants in the experimental group think their English improved and their attitude was positive about CNN TV news, and their cultural awareness was enhanced more than the control group. Our study underlines the urgency for EFL teachers to have an alternative pedagogy to instruct English listening comprehension, as the CEEC will put listening comprehension as one of the requirement of college entrance exam in Taiwan.
