本文介紹德國刑事訴訟法中電信通訊監察與談話監聽（包括住宅內談話監聽）措施的規定，與德國聯邦憲法法院基於人權保障對住宅內談話監聽所設立的要求，並藉由德國法規與判決所設立相關標準，進一步來審視我國通訊保障及監察法有關規定是否妥適。 德國基於犯罪偵查目的之電信監察與談話監聽，主要規定在德國刑事訴訟法第100條a以下，對電信監察與談話監聽措施成立的要件作有詳細的規定，並作為本論文研究德國規定的主要架構。 其次德國聯邦憲法法院在2004年3月3日對住宅內談話監聽做出重要判決，判決認為私人生活核心領域 (Kernbereich privater Lebensgestaltung) 的保護屬於不可侵犯的人性尊嚴（Unantastbarkeit der Menschenwürde）。若涉及私人生活核心領域，則不允許基於刑事訴追目的進行住宅內談話監聽。並認為刑事訴訟法有關住宅監聽的部分規定未符合憲法上的要求，進而要求立法者修正相關規定。本文將介紹該判決所揭示的監聽基本原則，以及循該判決所揭示的原則，德國刑事訴訟法於2005年針對住宅內談話監聽措施所作的修正。此後，聯邦憲法法院上開判決所揭示的原則，並進一步導致2008年德國刑事訴訟法中電信通訊監察措施以及隱密性質偵查措施規定的大幅修正，本文亦將作一簡略介紹。 最後藉由德國刑事訴訟法中針對電信偵查措施與談話監聽的規定及其中所揭示的法律原則，反思我國現行通訊保障及監察法規定有何進步的空間，以及我國現今是否應採行住宅內談話監聽的偵查措施。

本研究旨在比較國中學生在全民英檢聽力測驗中不同聽力題型之測驗結果，並探究聽力題型是否造成學生聽力策略選擇之差異。 本研究對象為宜蘭一所公立國中八年級六個班級共177位學生。研究工具為全民英檢初級聽力測驗以及聽力策略問卷。問卷內容以Vandergrift(1997)的聽力策略分類為架構，改編自蘇曉雯(2007)自編問卷。問卷回收後資料以統計軟體SPSS 17.0進行敘述性統計、單因子變異數分析及雙因子變異數分析，獲得結果簡述如下： 1.國中學生在全民英檢聽力測驗四種題型中的聽力表現有所差異。四種題型的不同因素包括了聽力內容中參與談話者的人數、聽力內容所包含的難字以及測驗題型是否提供圖片輔助。 2.整體來說，在聽力測驗作答時，國中學生較常使用後設認知策略。例如:理解監測(monitoring)，選擇性專注(selective attention)和前導組織(advance organizers)。然而，若細究不同的聽力題型，學生則較常使用不同認知策略。例如:當遇到較長的聽力內容，學生較常使用摘要(summarization)策略。而遇到較難的聽力內容，學生則慣用由下自上(bottom-up)策略。 3.綜觀不同語言能力之學生在不同題型中使用聽力策略的差異，本研究發現學生之語言能力與題型對聽力策略使用上並無交互作用。整體而言，高低成就學生 在四種不同題型中使用相似的聽力策略。然而，若細究各項不同聽力策略的使用頻率，則高低成就者中所慣用的聽力策略有所不同。 根據統計及問卷調查結果，本研究最後提供教學上相關建議以供參考。第一，教師可協助學生分析試題題型，以幫助作答。第二，教師應提供學生不同類型之聽力練習，讓學生嘗試使用不同聽力策略。第三，教師可請高成就學生分享聽力理解過程，以幫助低成就學生能有更好的聽力表現。 / The major purpose of the study is to examine whether question types influence junior high students’ listening performance and their listening strategy choice. The study is mainly concerned with three aspects: (1) whether students performed differently among the four different question types of GEPT listening section; (2) what kind of strategies did junior high students tend to use in the four types of questions; (3) whether proficiency level played a significant role in listening strategy choice among four question types. GEPT elementary level of listening comprehension test and a questionnaire were used to collect quantitative data from 177 students in one public junior high school in Yilan Area. The items in the questionnaire were mainly adapted from Su (2007), which followed Vandergrift’s (1997) classification of strategy use. In this study, statistical analysis, including descriptive statistics, one-way ANOVA with Scheffe post- hoc test and two-way ANOVA were used to analyze the collected data. The major findings are summarized as follows: 1.Junior high students performed differently in the four different types of listening questions. Factors that differentiate the four question types include the number of speaker, the content itself and the presence of pictures. 2.Generally speaking, junior high students tended to use metacognitive strategies, such as monitoring, selective attention and advance organizers more often in different question types. However, in specific question types, students appeared to have preference in using certain cognitive strategies. For example, students were inclined to use summarization when encountering question type with longer listening text. They also tended to use bottom-up strategies to tackle with more difficulty text. 3.There was no significant interaction effect between question types and proficiency level. Overall on the four question types, students with high and low levels used same strategies. However, when examining strategy items specifically, high and low achievers had different preference for using strategy in different question types. Finally, based on the findings in this study, several suggestions and implications were presented in the conclusion of the paper. First, teachers could help students analyze question types before listening test. Second, teachers could give students more kinds of listening activities to make students experience the effectiveness of using different kinds of listening strategies. Third, teachers could invite high level listeners to share their listening process so that low level listeners might learn from them.

本研究旨在探討高中生實施聽力策略教學的成效。受試者為兩班高中三年級 學生，分成兩個階段，第一階段分析現階段高中生使用聽力策略的現況，第二階 段是針對受試者不常用的聽力策略，選擇四個進行聽力策略教學，探討其聽力成 績進步情形，聽力策略使用進步情況，及聽力自主改進情況。 本研究歷時23 週，受試者分成實驗組，對照組各一班，對照組只做聽力練 習，而實驗組除了相同的聽力練習之外，又同時給與聽力策略教學。資料收集包 括了前後測的中級英檢聽力成績，聽力策略問卷，聽力自主學習問卷與訪談。資 料分析結果如下： 1. 受試者聽力策略運用有達中等標準，顯示高中生在進行聽力測驗時，運用 一些聽力策略，而且認知策略最多，情意策略最少。 2. 在教完聽力策略後，聽力成績雖未達顯著差異，但實驗組明顯地進步多於 對照組，顯示聽力策略教學能提升高中生的聽力。 3. 在教完聽力策略後，四個所教的聽力策略在不同的解釋上都有顯著差異， 而且，實驗組在認知策略與情意策略都有顯著進步。 4. 在教完聽力策略後，受試者不管在動機，自信心，或自動學習上都有顯著 進步。 5. 大多數受試者在問卷或訪談中，對聽力策略教學都持肯定的態度。 本研究證明聽力策略教學能融入高中英語課堂活動中，且成功地改善了學生 的聽力，聽力策略，與聽力自主學習，希望對台灣的聽力教學有所貢獻。 / The present study is aimed at investigating the effects of listening strategy instruction. Two classes of 12th-grade senior high school students participated in this study as the experimental and control groups. There are two stages in this study. In the first stage, the participants’ use of listening strategies was analyzed. In the second stage, the participants were taught the four least frequently used listening strategies and then the effects of listening strategy instruction were discussed in three ways: listening proficiency progress, listening strategy improvement and the betterment of listening autonomy. This study lasted for 23 weeks. The students in the control group had the listening activities in the textbook as usual. However, besides the same listening materials and activities, students in the experimental group received explicit listening strategy instruction. The data collected in this study include the grades in the intermediate GEPT listening tests, listening strategy and autonomy questionnaires. Based on the data, the major findings are as follows. First, the participants in this study used listening strategies with medium frequency, meaning senior high school students did employ some listening strategies while listening. They used cognitive strategies most frequently and affective strategies the least. Second, after the listening strategy instruction, they did not make significant progress in their listening test scores. However, the students in the experimental group made more progress than those in the control group, showing the strategy instruction did help promote their listening proficiency. Third, the four listening strategies chosen to be taught all improved significantly in different ways. Among the three categories, cognitive and affective strategies use increased and reached significant levels. Fourth, after the instruction, participants made significant progress in motivation, self-confidence and independent activities. Fifth, the majority of the participants had positive attitudes towards listening strategy instruction based on the results in the questionnaire and interview. This study demonstrated that listening strategy instruction could be integrated into the classroom activities and successfully improved senior high school students’ listening proficiency, listening strategies and autonomy. It is hoped that this study will contribute to the listening instruction in Taiwan.

本研究的目的在於探究合作學習的教學模式對於國民中學的學生在降低英語聽力焦慮和提升聽力能力雙方面上是否有效。本研究的研究對象是54位來自台灣北部地區的一所國民中學的學生，學生來自於經S型分班後同質性的2個普通班，2個班分別設定為對照組和實驗組，兩組在數量、性別、背景、聽力焦慮及聽力能力起始程度上皆相似。對照組施以傳統英語聽力教學模式：學生聽寫，教師給答案並講解的方式施教；實驗組則施以合作學習英語聽力教學模式：同學聽完練習後，交互討論練習答案的方式來學習。師生利用每週四堂英語課的前15分鐘來進行英語聽力合作學習，經過了約12週的教學後，兩組皆接受聽力焦慮量表的後測，及南一書局出版的聽力測驗。量表及測驗皆以獨立樣本t檢定來進行統計分析，研究結果顯示：實驗組和對照組相較之下，聽力焦慮降低的程度達到顯著差異；而聽力能力的部分，雖然實驗組比對照組在測驗分數上有進步，但進步幅度有限，未能達到顯著差異。除此之外，訪談問卷中的質性資料亦支持了量化結果。本研究冀希成為對於有意利用合作學習教學模式來教聽力的老師，在降低聽力焦慮和提升聽力能力上，一個教學上的參考。最後，研究者根據實驗的過程及結果，對未來合作學習或是聽力教學的研究，提出需要避免的情形及一些可進行的研究方向。 / This study is mainly to explore if the mode of cooperative learning can reduce junior high school students’ listening anxiety and promote their listening comprehension ability. The participants in this study were junior high school students from northern Taiwan. They were chosen from two homogeneous classes formulated by the normal s-style distribution. Two classes, decided as the control group and the experimental group, were the same in number, gender, background, listening anxiety as well as the listening comprehension ability. The control group was treated with the traditional mode of teaching listening: Students listened and wrote down their answers; the teacher gave answers and explanations. The experimental group was treated with the mode of cooperative learning: After students finished their listening practices, they exchanged notes and discussed answers by themselves. The initial fifteen minutes in every English class were employed to process the learning of cooperative learning four times a week. After twelve weeks, students in the two groups took the post-test of Foreign Language Listening Anxiety Scale and the listening comprehension test issued by Nan I Book Enterprise. Both instruments were measured by an independent-samples t-test. The result showed that the significant differences were attained in the listening anxiety. Nevertheless, the significant differences were not attained in the listening comprehension ability though the average score of the experimental group was higher than that of the control group. Besides, the qualitative data from the questionnaire also sustain the quantitative results. Hopefully, this study can serve as a reference for those teachers who would like to teach English listening comprehension by the mode of cooperative learning. Eventually, the researcher provided some directions to follow and some awkward situations to avoid for future studies based on the experimental process and results in this study.

本論文旨在探討臺灣國中生英語聽力的困難問題。本文從三個方面進行研究：一、國中生英語聽力困難問題的總體分析；二、高能力者與低能力者在聽力困難問題上的異同；三、從老師和學生的觀點研究國中生的英語聽力困難問題。研究對象包括桃園一所公立中學9年級11個班級中366個學生及17位英語老師。本研究工具為全民英檢聽力測驗，聽力困難問卷以及聽力困難訪談大綱。本研究的主要發現如下： 一、在五種影響聽力困難的因素中，學生認為最常見的因素為聽力文本，聽者本身為其次，接著依序為聽力任務、說話者因素，最後為聽力過程。在文本因素中，聽力困難主要來自於不熟悉的片語。在聽者因素中，聽者本身文法知識的不足是聽力困難最主要的原因。在聽力任務中，聽完後需要學生做聽寫是比較困難的。在說話者因素中，說話者速度是主要的聽力理解障礙。在聽力的過程中，學生最常遇到的問題在於無法將一連串的內容分成有意義的段落。調查問卷的44個分項中，學生認為他們所遇到的最常見英語聽力困難中文本因素佔大多數，而聽者因素其次，最常見的困難為不熟悉的片語，其次為不熟悉的單字與文法的不足。 二、高能力者與低能力者遇到的聽力困難有顯著性的差異。大致上的區別為，影響高能力者聽力的最主要因素為聽力文本，而影響低能力者的主因為聽者本身的因素，且高能力者遇到的聽力困難比低能力者顯著來得少。最常見英語聽力困難中，高程度者認為在文本方面無法重複聽為最大的困難，然而對低程度者而言，聽者本身的文法不足是導致聽力困難最主要的原因。三、以教師與學生觀點來說，兩者對學習者所遇到的聽力困難的認知有顯著性的差異。大致上的區別為，教師認為造成學生聽力困難的主因為聽者本身的因素，而學生認為文本因素為影響聽力困難的最主要障礙。最常見英語聽力困難中，教師認為說話者的語速為主要困難，然而學生認為文本中不熟悉的片語是導致聽力困難最主要的原因。最後，本論文指出研究限制以及對未來相關研究之建議提出說明。 / The purpose of the present study is to investigate junior high school students' listening comprehension difficulties. This study is mainly concerned with three aspects: (1) the overall difficulties that student encountered in junior high school; (2) the similarities and differences in listening difficulties between high achievers and low achievers; (3) the differences in the perspectives on students' listening problems between students and teachers. This thesis research was based on the data analysis of 366 ninth-graders from 11 odd-numbered class and 17 English teachers at a public junior high school in Taoyuan. The findings of the study were summarized as follows: (1) among five factors, the text factor held the highest frequency followed by the listener, task, speaker, and listening process. For text factor, the main difficulty emerged from unknown phrases and unknown words. For listener factor, weak grammar was identified as the foremost difficulty. For task factor, the task demanding dictation arose most difficulty. For speaker factor, the speech rate was the main obstacle. For listening process, the students suffered from the perception problem that they could not chunk streams of speech into meaningful segments. Among listeners’ top ten difficulties in taking a listening comprehension test, six of them were categorized into text factor, and five were classified into listener factor. (2) There were highly significant differences in listening difficulties between the effective and the ineffective listeners. The difficulties the effective listeners met with were fewer than those ineffective listeners encountered. The effective listeners in this study met with listening comprehension problems in text factor more frequently than the other factors; however, the ineffective listeners encountered difficulties in listener factor most often. Among the top ten listening difficulties, the foremost difficulty for the effective listeners was unrepeated materials, and for the ineffective ones was weak grammar. (3) Overall, the teachers’ perceptions about their students’ listening difficulties are significantly different from the students’. Specifically, there were significant differences in the perspectives between the teachers and the students in the factor of listening process and listener. The teachers reported that their students encountered listening difficulties in the listener factor most often, whereas the students indicated that the text factor was the hugest barrier to their listening. Among the top ten students’ listening comprehension problems, the individual difficulty with the highest mean acquired by all of the students was the text with unknown phrases (text factor) However, the foremost listening problem from the teachers’ perspectives was the fast speed rate of the speaker (speaker factor). Based on the findings of the present study, pedagogical implications and suggestions were provided at the end of the thesis.

當代媒介社會特質之一是媒體充斥大量影像，內容真假虛實難以區辨，本研究從閱聽人角度出發，關注真人實境節目閱聽人解讀節目真實的能力，研究以日本節目《戀愛巴士》的台灣閱聽人為研究對象，以質性研究的參與觀察和深度訪談探究閱聽人如何解讀真人實境節目中層次複雜的真實。研究無意、也無法知道成員究竟是否忠於自我，或是製作單位是否操弄故事情節，而是聚焦於閱聽人解讀，詢問閱聽人如何判斷參與者是否忠於自我、製作單位如何再現真實。 閱聽人普遍都認知媒體內容本來便不完全等同於真實，但大體而言皆相信節目內容確實有一定真實性，唯相信的面向、相信的程度可能因人而異，可見節目整體的真實保證得以運作。 戀巴閱聽人之所以暫時擱置對節目的懷疑，主因有三：1.節目確實營造出真實感，足以讓閱聽人的情緒寫實感超越對節目的疑慮。2.閱聽人無法完全確知真實狀況為何，而認為深究顯得徒勞，反失去看節目樂趣。畢竟，觀看節目本身出發點便不是考驗自己區辨媒體真實的能力，而是為了放鬆精神、尋找笑料、為成員感情感動。3.戀巴閱聽人原本便將《戀愛巴士》明確定位在娛樂導向，因此允許節目在不完全破壞真實標榜下，加入操弄元素以提升娛樂效果。 戀巴閱聽人透過自身生活經驗去檢視節目情節，也藉由節目證實自己日常經驗的真實。節目真實不是純粹鏡相，而是真實的角力，它是透過參與者演出、製作單位編輯、閱聽人加入自我想像所共同組成的拼湊真實，拼湊出的真實沒有標準答案。這種具有高度反身性，透過相互反射而確立的真實，是真人實境節目最大的特質。 綜言之，閱聽人對戀巴及新聞、其他媒體內容的真實性判斷，正描繪出閱聽人對媒介內容的接收判斷的細膩光譜，這絕非以一般人認定的真假二元便能劃分。戀巴閱聽人的媒體真實區辨力，有力挑戰了質疑節目作假或認為戀巴閱聽人沒有分辨節目作假能力者的粗淺預設。 關鍵字：真人實境節目、閱聽人、真人實境節目閱聽人、戀愛巴士

中國大陸從民主國家引進「聽證會」制度，是一種「有組織、有結構」的表達機制。要瞭解中國「聽證會」制度的全貌與意涵，首先掌握民主國家聽證理論，並在「民主政治」、「自然正義」、「正當法律程序」及「公開與公民參與」等立論原則，來加以探索民主國家對聽證之成因與面貌。另在文獻蒐集與探討中，從1993年至今，完整編織中國「聽證會」的發展背景動機和歷史演變，透過聽證理論與「聽證會」發展之比對分析，藉以說明中國與民主國家在「聽證」觀點上之差異。 在現行中國聽證會制度之法制規範上，從「聽證會」在中國大陸司法、行政立法過程之相關會議資料，和中央、地方近年來之施行情形，探求其制度正處於何種地位，瞭解中國「聽證會」之地位後，陸續歸納中國憲法內相關對聽證的立憲基礎，還有全國人大、全國人大常委會、國務院及地方等行政立法機關，在司法、行政立法聽證的法律規章之聽證法源依據，進而分析聽證在大陸的適法範圍及功能。另由司法賠償、行政立法及行政處罰之聽證個案實例，進一步深層瞭解「聽證會」實際操作面向。 文內採用文獻探討法，就已蒐集中國大陸司法、行政立法聽證之意涵、種類、政策基礎、規範原則、運作程序等百篇文獻，對與主題有關的縱向因素之因果關係加以整理、掌握，並藉以分析聽證之本質內涵，在透由探討與發現問題，將有系統對中國聽證會在司法聽證、行政立法聽證及民主政治等方面的問題影響加以整理說明。最後提出結論與建議，以提供問題解決方向。 / Communist China adopts the hearing system, a well organized and structured expression mechanism, from the western democracies in 1993. With this background, understanding the hearing theories of the western democracies becomes the prerequisite to study the full context and implications of China’s hearing system. Those who are interested in the creation of the western hearing system must realize that the system is based on theories such as democracy, natural justice, due process of law, and public civil participation. With thorough researches of documents and analyses, the motivation and history of China’s hearing system shall be studied and the differences between China and the western democracies shall be analyzed by comparing the theories and evolution of the two hearing systems. In order to identify with the role of China’s current hearing system, related materials collected from several important meetings carried out by China’s judicial and administrative-legislative authorities, as well as implementation of hearing at the central and local levels are investigated. When this investigation is concluded, how hearing system functions within the scope of China’s constitution will be induced. Furthermore, how hearings are functioned and supported by China’s existing laws when they are performed at National People Congress (NPC), NPC’s Standing Committee, State Council and local authorities will also be examined. Case studies of hearings regarding to judicial compensation, administrative-legislative and administrative penalties are provided to further help understand the real performance of the hearing activities in China. The literature review methodology is taken on in this thesis . Over one hundred periodicals, papers, and documents on the subject of hearing are collected and studied. These materials include the definition, types, principles, norms and procedures of China’s judicial and administrative-legislative hearings. By studying the literature and identifying the cause and effect, a systematic explanation of the correlation between China’s judicial and administrative-legislative hearing structure and democracy is concluded and possible solutions are recommended.

近年來英語教學特別重視聽力對於英語學習的重要性，然而臺灣的英語教育仍以播放CD為最廣泛使用的英語聽力練習方法，無法因應個別學習者聽力上的個別差異需求，進行重聽段落的自我調整。隨著科技的進步，電腦輔助語言學習已成為發展趨勢，本研究發展一影片標註聽力複習機制（Video-Annotated Listening Review Mechanism, VALRM），可輔助學習者依據自己的學習需求，進行英語聽力重聽段落的標註與重聽。為了驗證此一機制對於提升英語聽力的成效，本研究比較使用VALRM以及利用Youtube進行自主聽力複習機制（Self-Determined Learning Review Mechanism, SDLRM）的學習者，在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷是否具有顯著差異。此外，也進一步比較不同英語起始能力學習者，以及不同學習風格學習者（場地獨立型與場地依賴型），分別採用VALRM及SDLRM在英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷上是否具有顯著的差異。 研究結果發現，使用VALRM的學習者，其聽力理解成效顯著優於使用SDLRM的學習者。此外，使用VALRM的學習者，其學習滿意度與科技接受度高於使用SDLRM的學習者；認知負荷度則低於使用SDLRM的學習者。最後，採用VALRM及SDLRM之不同英語起始能力學習者，以及不同學習風格學習者的英語聽力理解成效、學習滿意度、科技接受度，以及認知負荷度不具有顯著差異。研究結果顯示，學習者使用VALRM輔以英語聽力學習，能有效提昇學習者的英語聽力理解表現。

台灣媒體環境充斥著為女性量身打造的專屬文本，電視有專門的美妝節目，網路有專屬的女性網站，而平面媒體的女性時尚雜誌更是種類繁雜數量龐大，根據過往研究，女性讀者往往視女性雜誌為意見領袖，或像個朋友甚至專家，給予女性讀者日常生活的許多建議，無論是在感情、工作、性或是服裝打扮等領域。流行時尚雜誌一方面除了形塑其自我認同，另一方面也藉由廣告和雜誌內容推銷某些符合這些認同的商品，使女性期待使用這些商品或接收其中的訊息打造自我風格。 本研究以接收分析作為研究理論，深度訪談法作為研究方法，尋找具有代表性的女性流行時尚雜誌讀者作為研究對象，瞭解他們與流行時尚雜誌文本的互動，在閱讀、接收、詮釋與生活實踐中，如何受到流行時尚雜誌文本的影響，對美的認知又有何關連。

許多ESL及L1學生認為做筆記是有利於學術聽力的策略。本研究的目的在於重新檢視有否做筆記對於英語非母語的學習者在學術聽力理解以及回憶上的影響。此外，本研究也比較程度高與程度低學習者所做之筆記，並調查個人對於做筆記的信念及習慣。 本研究一共有225位大一學生參與從TOEFL-IPT之中所篩選出的學術演講聽力測驗。過程中，學生依個人習慣決定是否記下筆記。於聽力測驗結束後，隨即讓有寫筆記的學生填答回溯問卷。於一星期後， 所有做筆記及不做筆記學生在沒有複習機會的情況下，進行回憶測驗。所有學生也填答關於做筆記之信念與習慣的問卷。 本研究的結果如下: 1)即使大多數學生對於做筆記皆認為有助其聽力理解，在本研究中，做筆記幾乎沒有發揮效益。2) 對於程度高的學生而言，做筆記並未對其聽力理解產生幫助。3) 對於程度低的學生而言，做筆記仍然沒有顯著的效益。4) 在記憶測試方面，做筆記與否似乎也沒有顯著差異。5)程度高的學生傾向於選擇寫下重要概念，程度低的學生傾向於隨意記下聽到的單字。 本研究根據以上五個方向所得結果，進一步提供相關建議，作為教育學者， 教師，以及學生們參考。 / Note-taking for ESL and L1 learners is widely recognized as one of the potentially beneficial academic listening strategies. The purpose of the present study was to re-examine the effect of note-taking for L2 learners in listening comprehension and retention on note-taking/non-note-taking conditions. Besides, the comparison between the notes from the high and low proficiency L2 learners was conducted. Some note-taking beliefs and habits from the L2 learners were also investigated. This study adopted a quantitative method, and the subjects were 225 freshmen in one university who took the listening comprehension test from the TOEFL-IPT lectures and took notes when they felt necessary. Following the lecture comprehension test, subjects who took notes were given a retrospective questionnaire. One week later, all subjects took a retention test which was derived directly from the lectures without review. After the retention test, all subjects were asked to complete a general perception questionnaire on note-taking. The major findings were summarized as follows: 1) Note-taking exerted little facilitative influence on comprehension performance even though most learners assumed the positive effect was there. 2) Note-taking did not help high proficiency subjects on comprehension of the TOEFL-IPT lecture listening. 3) Note-taking seemed to have limited merits for low proficiency subjects in comprehension. 4) No significant mean difference of the retention scores was found between note-taking and non note-taking group. 5) The high proficiency note takers were initiated to take notes by listening to discourse signals ahead of the upcoming of the main ideas, while the low proficiency note takers tended to jot down trivial words randomly. Finally, pedagogical implications and suggestions derived from previous discussions were presented mainly for teachers and learners.