本研究旨在探討國中學生在接受為期十二周的聽力策略訓練(LSI)之後，其後設認知、認知、社會情感策略的使用和發展以及了解國中學生聽力策略學習的過程。研究對象為36名北部國中七年級學生。其中，後設認知策略和認知策略將在課堂上明確的(explicitly)教導；而社會情感策略則是暗示的(implicitly)教導。從反思日記中所收集的資料以質化和量化的方式分析。量化資料以SPSS 11.5 來做描述統計分析；而質化資料則以逐字稿打出並由研究者和另一名英文老師來做分析與歸類的工作。 研究結果顯示後設認知策略和社會情感策略的使用減少，而認知策略的使用增加。此外能力高低與策略使用的次數並沒有絕對的對應。另外，學生可以在策略訓練的過程中發展出自己的策略。最後，策略的使用十分的個人化與複雜。根據研究發現，本研究提出三點對於國中英文聽力教學上的建議。第一，聽力策略訓練可以與國中英文課程做結合。第二，教導學生聽力策略的同時，應要求學生寫反思日記。最後，不應強迫學生在聽力策略上的使用方式，因為聽力策略的使用個別性很高。

本個案研究旨在探討實施聽力策略教學對四位台灣國中生的影響與衝擊。 不同於以往傳統認知取向的策略教學，本文採用維高斯基（Vygotsky）社會文化取向理論來分析學生的學習；相信策略教學與學習應該考量到學生與外界環境及人際間的互動，而非只探討教學本身的成效。因此本研究在個案對策略學習及自主學習的觀感和態度上多所著墨。文獻回顧內容則涵蓋聽力策略的理論及聽力策略教學實施情形及成效的研究。 　　本研究對象針對37位八年級的學生實施為期18週的聽力教學。但重心放在四位個案身上。研究方法採用質化的學生訪談及學生學習日記的分析輔以量化的聽力策略問卷。實施的步驟分為準備期、診斷期、教學期、練習期、及評估期。在教學開始前，學生們先通過全民英檢初級的聽力測試以評估其聽力能力並篩選個案。然後，實施聽力策略問卷調查以觀察學生平時使用的策略。之後，學生們接受六項聽力策略的教導，包含：猜測、分類、類推、記筆記、選擇性專注、及詢問。在教學實施期間，個案被要求寫學習日記，記錄對所學策略的感想及使用情形。學習日記及訪談是分析個案學習情形的主要資料。 第四章則著重於探討四位個案的家庭背景，學校表現，及對自主學習的態度和想法。目的是希望完整呈現四位個案不同的人格及學習特質，及之所以他們會如此學習的原因。第五章記錄了研究的兩樣重大發現： 1. 聽力能力較高的同學顯然比聽力較弱的學生更能夠有效率的交互使用「由上而下」 及「由下而上」的聽力策略。而聽力較弱的同學則傾向於過度依靠直接翻譯」策略。 2. 原本一向被傳統認知學習策略所忽略的情意方面的因素，反而似乎是影響學生策略學習的主因。這些情意方面的因素包括了：學生如何控制自己的脾氣，學習態度，及情緒。更重要的是，學生似乎都傾向於需要找到生命中的重要他人，並依靠這些較有能力的大人來提供他們踏出學習第一步時必要的安全感，知識，能力，方法及學習的動力。 因此，本研究的發現，回應了維高斯基的社會文化取向理論。唯有先透過人際間的互動與學習，才有可能回歸自我，反求諸己，達到內省與自發的境界。本研究希望能藉由教育現場的真實互動情形，喚醒策略學習及教學研究者對社會文化取向的學習理論，以及學生情意態度影響學習成效的重視。 / The purpose of this case study was to investigate four Taiwanese junior high school learners’ listening strategy use when receiving listening strategy instruction. Different from conventional quantitative SLA strategy studies, this present qualitative case study, adopting sociocultural perspectives, grounded on the conception that the issues of strategy learning should not be understood only in terms of direct instruction and its effectiveness. Instead, exploring the learning processes in which learners and the external environment are necessary. Therefore, this case study focused on the discussion of four learners’ attitude toward learning and their perspectives toward listening strategy instruction. The participants of this study were 37 students in a Taiwanese junior high school in the Taipei city. Yet, the focus was on four cases, Natalie, Tom, Jasmine and Jin Pin. Three major data collection instruments were adopted including the quantitative questionnaire, qualitative interviews and learning journals kept by the four cases. The instructional procedure was divided into five stages-- preparation, diagnosis, instruction, practice, and evaluation. A sample GEPT listening comprehension test was given to the students to pretest their proficiency in the diagnosis stage. Then the instruction on six listening strategies--guessing, grouping, inferencing, note-taking, selective attention, and asking for clarification was provided for 18 weeks. The Listening Comprehension Strategy Questionnaire based on Wang (2000) was conducted to identify the learners’ listening strategy use. Their learning journals were evaluated to explore their ongoing problems and perceptions toward learning the strategies. In Chapter Four, the profiles of the four cases were illustrated including their family background, school performance, and attitude toward learning autonomously to give a full picture of their learning habits. In Chapter Five, major findings are summarized. First, the case study echoed the previous finding that more skillful listeners seem to use both the ‘top-down’ and ‘bottom-up’ strategies more effectively while less skillful listeners rely too much on direct translation. Second, some salient issues previously not emphasized were found including learners’ affective concerns and their ability to control emotions, turned out to powerfully influence the learners’ learning. The learners needed to be assisted first by some adult surrogates and their significant others and to gain enough guidance, assurance, sense of security and control over the emotions before they can move on to self-regulated learning. If not, their learning tends to be subject to their own emotions, which are mostly controlled by the interaction between the learners and the external environment or the others. This finding consisted with the sociocultural perspective in that learning is a collaborative process between the learners and their social contexts. Only through interaction with others can learners achieve a new level of autonomy. To foster learner autonomy, strategy training needs to account for a more interactive view of learning. It also suggests that more efforts should be paid to explore the impact of learners’ affective and social concerns on their language learning toward autonomy.

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.