本論文旨在探討作筆記(note-taking)是否能幫助英語為外語的國中生增進會話或短文的聽力能力。根據本研究生的經驗及本實驗對象的個人英語聽力學習狀況的問卷調查結果，學生對英語聽力測驗中的對話或短文題型最易受挫。因此本研究嘗試引進學習策略中的作筆記方式以幫助學生改善對這種題型的聽力能力。 　　本論文所要探討的問題包含(1)受試者認為最難的聽力測驗題型是什麼？(2)國中生是否只重聽同樣內容及老師的測後解釋就能增進對話或短文測驗的英語聽力能力呢？(3)做筆記的學習者是否比未做筆記者進步？(4)作筆記策略適用程度高的學習者或程度低的學習者？(5)受試者對本實驗的意見:最有用和最無用的聽力測驗指導方式為何？受試者在此項實驗中改善最多的為那三樣？ 　　本實驗期約四個月，包含國三學生兩個班70個學生。一班為實驗班，另一班為對照班。為了進一步的比較，每一班再分為高、低分群。實驗班考聽力測驗時要作筆記，對照班則無此要求。所有的教材全取自康軒出版社，詹麗馨，李欣蓉編著的 “國中英語聽力測驗”第五冊。 　　由統計分析及問卷調查得到下列結論：（1）國中生認為最困難的聽力測驗題型為聽完短文或對話後選出最適當的答案; (2)在實驗後，對照班及實驗班均進步並達顯著水準。由此可見若老師提供學習者重聽同樣的內容及測後講解聽力內容讓學生有更正的機會，學習者仍可以改善聽力能力；（3）雖然實驗班也進步並達顯著水準，但和對照班比較結果，不論是全班或高低分群，均未有顯著差異。可見做筆記的學習者並沒有比未做筆記者進步。這意謂著並非每種學習策略適合每個人，而且也沒有保證成功的學習策略。因此，老師應介紹各種學習策略以供學習者選擇有利個人學習的策略；（4）在實驗班中，低分群進步分數達顯著水準且和高分群的進步分數達顯著差異。顯然，作筆記策略嘉惠低分群但可能導致高分群無法專心聽；(5) 問卷調查結果發現大多數受試者認為老師試後講解聽力內容幫助最大;知道不同的口音助益最小。此外，依受試者意見顯示，作 筆記可使學生不分心，養成記重點字的習慣並且容易記得內容。 　　由以上研究，建議老師聽力測驗多播放幾次，並在測後講解內容及指導學生作筆記的方式。不過，作筆記較適合低分群而非高分群。因此，老師可以不要求高分群作筆記，避免影響他們的專心度。此外，本研究發現學習者很難去預測即將聽到的句子或內容。 關鍵字；聽力訓練，作筆記策略，國中生 / This study aims to explore if note-taking could assist EFL junior high school students to improve their listening comprehension in the test style of “selecting anoptimal choice after listening to a dialogue or a short passage.” According to the researcher’s experience and the personal profile questionnaires of students, studentsfeel frustrated easily when they have a listening test on a dialogue or a short passage. Thus, the researcher tries to help them improve their listening comprehension in the test style by teaching them how to take notes. The research questions of this study included: (1) What is the most difficultlistening test style? (2) Could junior high school students improve their listening ability in understanding a dialogue or a short passage bylistening to the same content several times and through the teacher’s teaching instruction? (3) Did junior high school students who were asked to take notes perform better than those who were not? (4) Does note-taking benefit only high proficiency subjects or only low proficiency subjects? (5) How did the subjects feel about the experiment? What are the most useful and useless ways in a listening activity? What are the first three improved aspects the subjects felt after the experiment? The duration of this experiment was four months. Seventy of the third junior high school students from two classes were involved in the study. One class was assigned as an experiment class and the other as a control class. For further comparison, each class was subdivided into high and low proficiency groups. The experiment class was asked to take notes while listening but the control class was not.All the materials were adopted from “English Listening Comprehension for Junior High School”(Li-shin Jan, Shin-rung Li, 2001, Kan-shiuan Publisher). The statistical analyses and the questionnaires showed the following conclusions: (1) The most difficult listening test style was selecting an optimal choice after listening to a dialogue or a passage.(2) The classes made significant progress after the experiment. The result indicated that learners improved their listening ability when a teacher provided the students with sufficient practice by letting them listen to the same content several times and explained the meanings of the sentences after a listening test; (3) Although making significant progress, the experiment class, compared with the control class, did not improve significantly. The two different proficiency groups did not make significant progress, either. This could imply that not every learning strategy fits every learner. Also, no learning strategy assures success. Therefore, a teacher had better introduce different kinds of learning strategies for learners to choose an optimal learning strategy on their own; (4) In the experiment class, low proficiency learners made more progress than high proficiency ones at a significant level. Apparently, note-taking benefited low proficiency learners but may hinder high proficiency learners from concentrating on listening. (5) The subjects chose “teacher’s explanation of the content after a listening test” as the most useful way to improve their listening ability. However, they thought “knowing the different accents” as the least useful way. In addition, as seen in the result of the feedback questionnaire, note-taking helped learners listen without distraction, acquire a habit of writing down key words and remember the content easily. The research suggested that a teacher should let students listen to the same content several times on the tape, explain the meanings of the sentences after a listening test, and instruct learners how to take notes. However, note-taking was good for low proficiency learners, but not for high proficiency ones. Thus, a teacher might not need to ask high achievers to take notes, which might block them to concentrate on listening. In addition, it seems not easy for learners to predict the coming message. Key words: listening training, “note-taking strategy”, junior high school students

雖然聽力在語言學習中佔重要的地位，研究學者對學習者的聽力信念的了解仍十分有限。因此本研究主要是探討五專學生對英語聽力的信念和學習策略，並探討聽力信念和學習策略二者之間的關係，另外程度不同的學生是否抱持不同的聽力信念及使用不同的策略，也是本研究探討的重點。 本研究採用量性研究方法，研究對象為北部某五專406位五專學生。研究工具為英語聽力學習者背景問卷、英語聽力學習信念問卷、聽力學習策略問卷和英語聽力測驗。 本研究的主要發現如下：學生均肯定聽力在語言學習過程扮演的角色，它可以幫助學生學習其它的英文能力。學生使用聽力學習策略約為中等程度，在不同的策略類型當中，學生最常使用認知策略，其次為後設認知策略。聽力信念和學習策略二者之間關係密切。而程度較好的學生在聽力信念方面，有較高的聽力學習效能，並認同口語的特色可以幫助了解英文。在學習策略方面，程度較好的學生會使用較多的學習策略，並視任務的不同而彈性使用適當的策略。 本論文並提出英聽教學上之應用建議。本研究結果可以幫助教師了解學生的聽力信念及學習困擾，幫助老師教導學生正確的學習信念及有效的學習策略，讓學生的英語聽力學習更有成效，進而改善英語聽力。 / Despite the importance of studying listening in foreign language learning, we still have very limited understanding of learners’ listening beliefs, and a more comprehensive system of listening beliefs is still not in sight. Hence, this study investigated junior college students’ listening beliefs, their listening strategy use, the relationship between their listening beliefs and strategies and the possible effects of English listening proficiency on junior college students’ listening beliefs and listening strategy use. This study mainly employed a quantitative approach to understanding junior college students’ beliefs about English listening comprehension, their strategy use and the relationship between listening beliefs and strategies. The participants were 406 students from one junior college in northern Taiwan. The instruments of the study were the Learner Profile Questionnaire (LPQ), the Belief About English Listening Comprehension Questionnaire (BELCQ), and English Listening Strategy Questionnaire (ELSQ) and the listening comprehension test. The results of the study suggested that: (1) most learners endorsed the belief that listening plays an important role in their English learning process and may facilitate the development of other language skills, (2) learners showed a medium level use of listening strategies and used a wide variety of strategies including cognitive and metacognitive strategies, (3) learners’ listening beliefs were associated with their use of listening strategies, (4) compared with ineffective learners, effective learners tended to report positive beliefs about listening comprehension, and (5) effective learners used a wider variety of strategies than ineffective listeners. Results of this study regarding junior college students’ listening beliefs and listening strategy use may provide rich implications for English education in Taiwan. It is hoped that through this study, more attention will be drawn to listening instruction in junior college students. Understanding students’ beliefs about listening may help English teachers become more aware of students’ frustrations and difficulties in listening to English. Moreover, it might enable EFL teachers to help students develop effective learning strategies and ultimately improve students’ English listening abilities.

本研究旨在探討不同聽力教學法對台灣國小學童聽力表現之影響，並試圖了解國小學童處理聽力之過程。本研究將七十六位國小五年級學童，其中包括五十二位男性與二十四位女性，分為「自下而上教學(bottom-up)」與「相互作用教學(interactive)」兩組，進行十五週之聽力教學。學童於聽力教學前後，均以劍橋兒童英檢初級(Starter Level)之聽力測驗進行前測與後測；同時，學童於每週聽力教學後，均須完成一份聽力小考，共計十五份。受試學童之前測、後測與十五次聽力小考皆以統計計量法加以計算，作為探討兩種聽力教學法成效之依據。此外，後測結束後，「相互作用教學(interactive)」組之學童接受問卷調查，以了解國小學童處理聽力之過程。 本研究主要發現「自下而上教學(bottom-up)」與「相互作用教學(interactive)」兩組之聽力表現並無重大差異。但整體而言，「相互作用教學(interactive)」組之平均分數較優於「自下而上教學(bottom-up)」組。問卷結果顯示，受訪之國小學童較常使用「由上而下」之訊息處理方式(top-down processing)，但大多數之受訪者表示，了解每一個單字的意義是聽力理解之關鍵因素。本研究最後提出若干相關建議以供參考。 / The purposes of this study were to identify effective teaching activities that improve elementary EFL students’ listening comprehension and to investigate when learners rely on top-down processing, bottom-up processing, and interactive processing. Participants in this study were 76 fifth graders from two classes in an elementary private school in Taipei County, including 52 males and 24 females. One of the two classes was treated with bottom-up pre-listening activities, while the other class was treated with interactive pre-listening activities. A pre-test and a post-test, adopted from the Starter level in the Cambridge Young Learners’ English Test, were implemented before and after a 15-week listening instruction. During the 15-week listening teaching, participants were also required to take a listening quiz after each session of teaching. Scores of the pre-test, post-test and the 15 listening quizzes were calculated by employing statistical measures to investigate the effectiveness of the two types of pre-listening activities, namely interactive and bottom-up pre-listening activities. Further, a questionnaire was administered for the interactive group after the post-test to investigate when learners relied on top-down processing, bottom-up processing and interactive processing. The major findings of the study are: first, results from participants’ listening scores revealed that there was no significant improvement between pre-test and post-test of the two groups although the mean scores of the interactive group were higher than that of the bottom-up group; second, results from the questionnaire indicated that participants employed top-down processing more frequently than bottom-up processing in their listening, while they viewed the understanding of each word (bottom-up processing) as essential to listening comprehension. Suggestions and implications are made at the end of the study.

本研究主要探討四方面。第一、探討試題預覽是否有助於聽力成績表現。第二、進一步探究試題預覽的效益是否因聽力程度不同而有所差異。第三、了解學生以試題預覽方式參加聽力測驗的實際經驗與看法。第四、研究試題預覽是否是一個可行的評量聽力的測驗方式。 參加本實驗的受試者為來自竹山國中120位三年級的學生。首先，他們被分為能力相當的兩組，每一組再被細分為高、中、低三個能力組別，接著研究者分別對兩組受試者施以聽力測驗，不同之處在於實驗組提供試題預覽。最後，實驗組的受試者須填寫一份關於他們對此測驗方式 (試題預覽方式) 的經驗及觀感。 本研究之主要發現如下: 1. 受試者在聽力測驗中顯著受益於試題預覽。 2. 高、中程度的受試者比低程度的受試者從試題預覽中獲得較多的助益。 3. 由問卷統計結果得知大部分受試者對於試題預覽表達正面的態度。 4. 試題預覽促進聽者預測聽力內容及使用由上而下的聽力理解方式是一個可行的評量聽力的測驗方式。 最後, 本研究建議老師們在實施聽力測驗時應以試題預覽的方式進行。再者, 老師們可以以試題預覽做為訓練聽力時的教學活動。另外, 老師們必須考慮學生聽力程度的不同並為低程度者設計額外的聽力訓練活動以便提升其聽力理解能力。 / The present study chiefly focuses on four issues. The first issue concerns whether test question preview method can make test takers get better scores on listening comprehension tests or not. The second issue examines whether the effectiveness of test question preview varies with the students’ proficiency levels or not. The third issue aims to probe test takers’ practical experience of taking the listening comprehension test with question preview test method. The fourth issue explores if question preview method is practical in measuring the students’ listening comprehension. The participants of this study were 120 third-year students at Chu-shan Junior High School. Firstly, they were divided into two homogeneous groups, each group were further subdivided into three subgroups- high, medium and low proficiency. Then the researcher administered the experimental test to both the experimental group and the control group; the only difference in the treatment was that question preview was used to the experimental group. At last, the experimental group was asked to fill in a questionnaire designed to investigate the experience of taking the listening test with test question preview method. The major findings of the study are as follows: (1)The junior high EFL students benefited significantly from the test question preview. (2)Listeners of high and medium proficiency level gained much assistance from the question preview than those of low proficiency level. (3)Questionnaire responses confirmed the positive effects of the test question preview. (4)The test question preview promoted information prediction and top-down information processing of test takers; therefore, it is a practical method for assessing learners’ listening comprehension. Therefore, it is suggested that teachers incorporate question preview method in the tests of listening comprehension. In addition, it is necessary for teachers to use question previewing as a teaching activity when training students’ listening skills. Finally, teachers should pay more attention to the differences in students’ listening ability and design some other additional activities for low proficiency listeners to promote their ability of understanding the previewed questions and improve efficiency of listening.

本論文探討三種不同的教學模式對於92位較低成就的國中學生的聽力及閱讀理解的影響，採取量化及質性並行的研究。實驗的自變項為三種事前教學輔助，分別為：一、獨立回答學習單的問題；二、老師給予單字及背景知識的教學；三、學生分成小組回答問題，而依變項為學生在聽力及閱讀理解測驗所得的成績。本實驗除了以聽力及閱讀理解測驗驗證事前教學模式的功效，也以學習態度問卷收集相關的資料。教學流程為學生接受15分鐘的教學輔助，然後收聽30分鐘英語學習雜誌，學生接受10次教學，實驗進行十週。實驗結果發現三組學生經歷不同教學模式後，他們的閱讀成績有顯著的差異，其中「學生分成小組回答問題」對閱讀能力幫助最大，而「獨立回答學習單的問題」優於「老師給予單字及背景知識的教學」。另外，「學生分成小組回答問題」能有效提昇聽力及閱讀成績，「學生獨立回答學習單的問題」也對學生的聽力及閱讀有幫助，但未達顯著水準。本研究建議老師在教學前，將學生分為小組討論並回答學習內容相關的問題，以提升學生的學習及理解力。 / The present study aimed to examine the effects of three different kinds of teaching modes on the listening and reading comprehension of 92 less-proficient junior high school students in Taiwan. Comprehension tests and questionnaires were employed to collect related data, which were analyzed quantitatively and qualitatively. The independent variables were the three different kinds of teaching modes; the dependent variables were students’ scores on the listening and reading comprehension tests. There were three experimental classes learned in three kinds of modes for 15 minutes before they listened to a 30-minute English learning magazine’s teaching program. One class read a worksheet and finished the tasks on their own. Another received vocabulary and background knowledge instruction from the researcher. The other class discussed in small groups and answered pre-questions. The experiment took 10 class periods in 10 consecutive weeks. The results are found that the teaching mode including a) studying the handouts and completing the tasks in the individual mode, and b) small group discussion to answer pre-questions are beneficial to lower-proficient EFL junior high school students’ listening and reading comprehension. The latter pre-activity exalted reading comprehension to a significant level, and it also contributed to significant improvement in both listening and reading comprehension. However, receiving vocabulary and background knowledge instructions in a teacher-centered class did not effectively facilitate the participants’ performance. To sum up, the results showed that teachers could ask students to have small group discussion on pre-questions of extra-curriculum learning materials in regular class periods to enhance their listening and reading comprehension.

本教學實驗旨在探討如何教導國中生認識英語弱化音。筆者身為英語母語人士經常看到即使有十年或二十年學習經驗的英語學習者，仍舊無法完整了解母語人士講述的內容，原因就是弱化音與連音所造成的困擾，本研究藉著教導學生具備相關辨識能力，希望了解學生對這樣學習的成果與反應。 研究首先施行前測，取得比較基準，接著設計並在課堂實施了七個節次的教學，包括四堂連音、三堂弱化母音。課後再施行後測。前後測比較之下並無顯著統計差異。但是針對學生所作的問卷調查發現，學生覺得學到了聽力技巧與能力有所進步。此外協同教師在訪談中也表示，此教學對學生的聽力技巧與能力有所助益。 根據本次研究經驗，筆者提出教學建議，認為教授國中生弱化音與連音確有必要，也期待這樣的教學應該盡早提供，而非等到高中或大學，以免為時已晚。 / This study looks at teaching reduced sounds to junior high school students. It started with the premise that even people who have studied English for ten or twelve years still cannot understand online materials spoken by native speakers of English. The reduced sounds and linked sounds baffle them. This study investigated the student reaction to hearing reduced vowels. A pretest was administered to establish a baseline. Four contractions and three reduced vowels were presented in the lessons. Then a post-test was given. The statistics showed no measurable change between pretest and post-test scores. However there are other ways to measure progress. In the survey given with the post-test, a number of students responded that they felt they had learned listening skills, and that their listening comprehension had improved. There were also interviews with co-teachers. These interviews also bore out that teachers felt the students’ listening comprehension had improved. The writer, as an active participant in the study, feels that teaching reduced sounds in junior high school is worthwhile. One should present more reduced sounds and linked words early on, and not wait until senior high school or university.

本論文目的在於調查大學生修習「商用英語聽力訓練」之動機及需求，並對教師的教學活動及學習者之策略習得進行深入探討。該課程係以專業英語（English for Specific Purposes）之理論為依據，設計為應用於商業場合之課程。本研究以國立政治大學商學院學生為受試者進行個案研究，藉以探討「商用英語聽力訓練」課程現況及可供改進之方向。 受試者修習「商用英語聽力訓練」之動機與需求係由期初、期末兩次問卷填答得知，並經由英語程度不同之學習者反映出其不同之學習需求，可提供授課教師作為規畫課程及選擇教材時之參考重點，藉以提高學習者之學習興趣，達到有效學習的目標。 本論文的另一重點在於「商用英語聽力訓練」中聽力策略之訓練與習得，聽力策略的分類乃依Oxford（1990）提出之理論為根據，探討有助於該課程之聽力策略及技巧為何。本研究藉由二十八小時之課堂觀察，進而分析授課教師如何進行策略訓練；另外，經由問卷、測驗兩方法測知受試者對於該課程中策略訓練的反應及策略習得之實際情況。由此結果歸納出可提高學生學習效果的聽力策略。 由以上的研究結果，本論文針對於學習需求及策略訓練方法歸納出改進「商用英語聽力訓練」課程之具體建議，以期日後對相關課程之學習者及授課教師都能有所助益。 / This thesis aims to explore the current situation of an “English Lab Course for Occupational Purposes” in college and to provide suggestions for further improvement. This study focuses on two aspects：one is the motivations and needs analysis of the students who take this course; the other is the training and acquiring of listening strategies in this course. This course is based on the theory of “English for Specific Purposes” and is designed for Business majors. All the subjects of this research are sophomores and seniors of the College of Commerce at NCCU. The subjects’motivations and needs are investigated through a questionnaire survey at the beginning and the end of the semester. This research reveals the different motivations and needs for efficient and less-efficient learners. The results may provide some helpful perspectives to assist teachers in selecting effective teaching materials and designing appropriate courses. The other emphasis of this study is on the training and acquiring of listening strategies in this course. The definitions and categories of listening strategies are based on Oxford’s theory (1990). The author sits in on the classes for 28 hours to observe and record the actual teaching and learning situations. In addition, both questionnaires and tests (pre-test & post-test) are utilized to examine the actual strategies the subjects employ. With reference to the results of the observation, questionnaires and tests, the author presents the most effective listening strategies of this course. Based on the conclusions of this thesis, some possible applications are proposed for an “English Lab Course for Occupational Purposes”. The author hopes these suggestions can enhance the development of relevant courses in the future.

本研究旨在探討圖像輔助呈現時機對台灣國中生聽力的影響，而圖像輔助呈現時機則分為在聽力活動前與在聽力活動進行中。同時為了深入探究其效益，本研究更著重於其對高、中、低三個不同能力組別學生的影響。除此之外，並對於二份學生問卷的回答加以探討： （1）問卷一有關學生們先前學習英語的背景資料。 （2）問卷一有關學生們在聽力過程中主要遭遇的問題，涵蓋聽力內容、聽者本身與外在因素等。 （3）問卷二有關學生們對圖像式聽力測驗的反應與他們對實施聽力測驗時，圖片展示時間的看法。 本研究以台中縣光正國中一個國三班級42位同學為對象，經過英語聽力能力測驗後，他們被分為高中低三組。實驗前，學生們先填寫第一份問卷。隨後，三組學生一起接受兩種實驗: (1)邊聽邊看圖片; (2)先展示圖片再聽。在完成所有實驗後，隨即填寫第二份問卷。本研究主要結果如下： （1）大多數的受試者已學習英語3年以上，卻對自己的聽力缺乏信心。此現象乃肇因於學生們有限的練習時間。也因此，他們大多不贊成將來升高中大考有聽力測驗的項目。另外，眾多的學生表達了希望獲得老師在聽力方面指導的強烈需求。 （2）聽力能力愈差的學生，遇到更多的聽力問題，尤其在聽力內容與聽者本身方面問題為最。 （3）以整體學生的聽力表現而言，聽前呈現圖片對學生的幫助比邊聽邊呈現圖片的效果來的顯著。 （4）以各個組別學生的聽力表現而言，聽前呈現圖片最能彌補中低程度學生聽力的不足。 （5）超過半數以上的學生表達較喜愛圖像式的英語聽力測驗，尤其是圖像呈現在正式的聽力活動之前為最。 根據研究的結果，聽前呈現圖像輔助對不同程度的學生均有助益，尤其對中低程度者聽力理解的幫助更為顯著。因此，本論文呼籲，國中英語老師可在實施英語聽力測驗時，多善用圖像輔助以引發學生的學習動機並藉由聽前呈現圖片技巧來提昇學生們的英語聽力理解。 / The purpose of the present study is to explore the effects of pictures as cues supplied at different time periods, the picture before listening comprehension test (BLCT) and during listening comprehension test (DLCT). More specific, it is focused on the comparisons of the effects of BLCT and DLCT on the high, middle and low proficiency groups. Also probed are students’responses to two questionnaires on the following issues. (1) The subjects’ previous English learning background as shown in Questionnaire One; (2) The main listening problems the subjects encounter in the process of listening, including the oral text, the listener and external aspects; (3) The subjects reactions to the listening comprehension with the picture format and their preference for the timing of picture-giving. The subjects of this study are 42 students of nine-grade junior high school students in Kuang-cheng Junior High School in Taichung County. They are divided into three proficiency groups—the high proficiency group (HPG), the intermediate proficiency group (MPG) and the low proficiency group (LPG) according to the scores of the listening comprehension test in the subjects’ second mid-term examination. At the beginning of the overall experiment, they are demanded to finish Questionnaire One. After that, they are assigned to take two listening comprehension tests: a listening comprehension test with a picture before listening and during listening. After receiving the two treatments, the subjects are asked to complete Questionnaire Two to reveal their attitudes toward the listening comprehension tests with visual cues. The major findings of the present study are summarized as follows: (1) Although most of the subjects have learned English for more than three years, they do not establish much confidence in their own listening ability due to the limited time of practice in listening. Many of them do not support the idea of incorporating the listening comprehension test into the future high school entrance exam. However, they express their eagerness for obtaining the teacher’s guidance in listening. (2) The worse the listeners achieve, the more listening difficulties they would come across, especially in the oral text and the listener himself/herself. (3) BLCT is more effective than DLCT. This can be proved by the mean scores and standard deviation of BLCT and DLCT respectively. (4) As the three different proficiency groups are taken into consideration, BLCT lends itself to the low proficiency groups (LPG) and the intermediate proficiency groups (MPG). (5) Most of the subjects prefer the listening comprehension test with the picture format, particularly the visual cue before the listening activity. Based on the results of the study, the picture before listening benefits all of the three proficiency groups, especially the lower achievers. The researcher suggests that English teachers in junior high school try to make good use of visual cues in constructing listening comprehension tests to arouse students’ motivation and thus improve students’ listening comprehension.

以Web為基礎的語言測驗（Web-based language test）目前多為靜態網頁或是互動性低的動態網頁，如何提昇測驗系統的互動性，仍有待探討。目前已有學者利用自然語言處理技術來自動產生試題，並分析學生的作答錯誤。然而，相關研究仍多著重於字彙測驗與文法評量上。本研究針對聽力測驗，發展一套線上練習系統，並運用自然語言處理技術來自動產生聽力選擇題，以及分析學生的聽寫錯誤。我們分析語料庫中的詞彙，將發音相近的單字歸為一類，系統要產生聽力選擇題時，即從單字所屬的群組中，隨機挑選其他發音相近的單字當作誘答選項。而在分析聽寫錯誤方面，我們從語尾變化、拼字、拼音三種層次來分析學生的作答；系統批改完後，會按照學生的錯誤類型，提供不同種類的練習。本練習系統共有聽寫測驗、單字聽力選擇題、單字組聽力選擇題三種題型。系統可以輔助教師大量地編製試題與測驗，並輔助批改學生的作答。學生則可透過網路來接受測驗，並針對自己的弱點單字來作練習。 / Most Web-based language tests are presently static pages or dynamic pages with low interactivity. How to enhance the interactivity of the test systems is still under development. Today some researchers have utilized natural language processing techniques for automatic item generation and intelligent error analysis of students’ answers. However, most known research works put more emphases on vocabulary tests and grammar correction. In this paper, we propose a Web-based practice system for English dictation and listening cloze. We use natural language processing techniques to automatically generate multiple-choice item and analyze students’ dictation errors. First, we analyze the words in the corpus and group them based on the similarity of the phones. When the system generates multiple-choice items, it will search the matched cluster and randomly pick other words with similar phones. Second, we analyze students’ dictation from three aspects: inflected form, spelling errors and phoneme structures. After analyzing students’ answers, the system will provide different practice items according to the error types. Our practice system has three item types: one for dictation and two for multiple-choice listening cloze. The system can assist teachers in authoring items and grading the test results. Students can take the test through the Internet and practice on their weak words.

近年來全球華語熱的現象促使許多海外大專院校與產業界紛紛投入華語文數位學習的建設。在科技發達與網路功能不斷地提升，以及網路華語文教材和語文學習網站之發展的趨勢下，本行動研究試著以科技融入華語文教學出發，透過網路進行一對一遠距華語文聽力理解教學，首要探討在一對一聽力學習遠距環境中，三位國別與文化背景不同的華語文學習者的聽力理解學習過程與轉變歷程；其次是要了解教師在網路遠距教學上對這三位學習者的教學轉變歷程；最後是以三位學習者的網路學習經驗與教師的教學歷程，透過網路進行華語文一對一遠距教學，了解遠距華語文教學之設計與教材之選取方面須重視的事項。 本研究主要研究對象為三位身在不同國家，華語為第二語言學習的初級學習者，並採用網路免費華語文教材「一千字說華語」和線上免費平台進行遠距一對一教學。研究方法先以發展聽 力理解教學：研究對象接受二十週的聽力理解課，每次一小時，共計二十堂課。接著透過行動研究法，應用訪談與問卷蒐集三位個案學習者的經驗與感受，佐以教師的教學省思，以深入了解此教學行動。所有聽力理解教學包括問卷調查、學習者回饋、教學省思、訪談資料等紀錄都用來分析本研究教學的實施情況，同時也參考學習者每堂課的前、後測成績做進一步的探究與結論依據。 研究結果顯示，透過一對一遠距教學情境與網路科技資源應用在華語文聽力理解教學中，遠距學習者對網路學習環境、一對一遠距教師之教學、以及網路華語文教材等方面，皆持正面看法與回饋。問卷及訪談結果顯示三位學習者都同意網路一對一教學可以彌補學習者週遭學習環境之不足與困難，同時可以提升學習者華語文學習能力的自信心，進而培養其日後華語文持久的學習動機。本研究能協助網路對外華語文教師了解藉由網路遠距第二語言初級學習者的需要，並提供教學設計參考，作為其開課前的準備，與提升其教學品質與成效。研究成果亦提供對外華語文數位學習教材編寫與製作之回饋與建議。 / In recent years, the phenomenon of the Chinese language learning has driven many overseas tertiary institutions and industries to invest in the construction of digital learning technologies. The trend of technological advancement and network functioning continues to improve as well as online Chinese language resources and language learning websites. This action research attempts to integrate technology into one-on-one tutoring sessions for Chinese listening comprehension through the internet. The first objective of this research is to explore the process of learning and the challenges and experiences the students face via online one-on-one distance learning. Secondly, it is to understand the process and the changes of teaching style toward the students via the internet. Lastly, it is to understand the important aspects of design and selection of Chinese teaching materials through the students' learning experience and the teachers' teaching process. This study focuses on three beginning Chinese learners from different countries and cultural backgrounds and making use of free online teaching materials provided by "Speak Mandarin in One Thousand Words" via a free online platform for distant tutoring sessions. The methodology to develop listening comprehension is that all the students will have a total of twenty classes, with each class lasting for an hour. The research section is based on interviews and questionnaires observing the students' experiences and feelings combined with the teacher's reflections and to gain insight on the teaching actions. The students’ pre-test and post-test score in each class are referred in order to further explore the basis and conclusion. The interviews and records are used to analyze the implementation of the research through teaching. The results of the study show positive opinions and feedback regarding one-on-one distance learning and the teaching methodology with the online Chinese language materials. The questionnaire and interview results show that the students agreed that one-on-one online teaching can compensate the shortcomings of students in a traditional learning environment. This study therefore concludes non-traditional methods of teaching can enhance the confidence in the learner with their ability. Even without a Chinese physical environment, distance teaching can still motivate students to learn Chinese. This research can help teachers to understand student needs via online one-on-one and it could help provide teachers designing the most effective ways of teaching. The research results also provide feedback and suggestions on the preparation and production of Chinese teaching materials.