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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101876

    Title: 跟述策略增進國中生英語聽力與自我效能之研究
    Other Titles: A study of a web-based shadowing instruction for middle school listening comprehension course
    Authors: 李智雯;Lee, Chin-Wen
    Contributors: 淡江大學教育科技學系數位學習在職專班
    Keywords: 英語聽力理解;跟述策略;自我效能;English listening comprehension;shadowing;self-efficacy
    Date: 2014
    Issue Date: 2015-05-04 09:20:19 (UTC+8)
    Abstract: 跟述(Shadowing)為英語教學中的一個策略,其目的在於幫助學習者立即模仿來源語的發音及語調以提升學習者的聽說能力,並有自信的開口說英語。跟述目前僅使用於口譯訓練課程中,在初級的英語教學環境,仍較少發現相關研究。故本研究主要探討國中生是否可利用跟述教學提升英語聽力及自我效能。研究者利用網路平台MOODLE,設計一個可供學生上下載與立即回饋的平台,應用跟述策略之英聽教學,了解學生是否可藉由跟述策略增進英聽能力及其感受,並是否可同時提升自我效能。
    一、 跟述策略有助於提升英聽能力。
    二、 學生對於跟述策略抱持接受與正向的感受。
    三、 跟述策略對於英聽自我效能的改變,並不顯著。在六個構念中,唯有「生理狀態」結 果顯著,顯示跟述策略聽與錄的模式,會提升緊張感。
    Shadowing is a strategy used for English language instruction. The purpose is to assist learners develop their listening and speaking abilities by immediately imitating pronunciation and intonation. Shadowing is one of the key training skills used in professional interpretation, but is rarely used in the teaching of English as a second language (ESL), particularly in the primary ESL teaching environment. The purpose of this research is to explore whether junior high school students can use shadowing strategies to improve their English language listening and self-efficacy. As part of the research, an open-source learning platform, MOODLE, was used to allow students to upload and download information and provide immediate feedback. The use of the shadowing strategies showed that students are able to improve their English language listening skills and increase their perceived self-efficacy.
    This research has a quasi-experimental design. The participants are 60 eighth-grade junior high school students from two separate classes. One class had a traditional listening course, and the other used shadowing strategies in the class. The data collection was consisted of GEPT listening pre- and post-tests, pre- and post-test self-efficacy questionnaires, student activity sheets, recorded files, class observations, an English language learning attitude survey, and individual interviews. The data were analyzed quantitatively and qualitatively. The results showed that,
    (1) Shadowing strategies helped improve English language listening comprehension.
    (2) The students’ response to the use of the shadowing strategies was positive.
    (3) The results of the English language listening self-efficacy questionnaire were not significant. Of the six constructs, only “the physiological state” was significant, as students had to speak out loud and record themselves at the same time.
    Based on the results, some suggestions for including shadowing strategies in ESL listening instruction in junior high schools are given and advice provided about future research possibilities.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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