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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

再探做筆記對英語非母語學生的學術聽力效益 / Re-visiting the Efficacy of Note-taking in Academic Listening for L2 students

王彤心, Wang, Tung Hsin Unknown Date (has links)
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.
2

Evaluating the Usefulness of an Aural Gapped Listening Summary as a Measure of Academic Listening Proficiency

Mottaghinejad, Sarah Elizabeth 09 July 2010 (has links) (PDF)
For this project I sought to find a more effective means of evaluating academic listening comprehension. This involved doing an in-depth investigation of academic listening, the constructs involved in listening comprehension, and of methods of assessing listening comprehension. It also included a study of the concept of test usefulness (Bachman and Palmer, 1996), which consists of reliability, construct validity, authenticity, interactiveness, impact, and practicality, and is used to help select the most effective methods of assessing language abilities. Based on my review of listening comprehension testing methods, I created a method of assessing academic listening comprehension, Aural Gapped Listening Summaries (AGLS), produced a short version of the AGLS for piloting through BYU's English Language Center and credit exam for matriculated students, and then analyzed the results of this piloting to determine whether future investigation was merited. This project write-up includes a description of the development of the AGLS, the methods of administration, and students' cursory perceptions of the AGLS, as well as the results of the pilot test. The AGLS involved students listening to an excerpt of a lecture followed by an aural summary of that lecture with every 8th word replaced by low-volume static. Then they were asked to type a word or phrase in a box on their computer screens that would best fill in the gap where the static was. Ranks on the AGLS were correlated with a standard listening test, which is administered every semester at Brigham Young University, and with students' individual perceptions of their listening abilities. Results showed that AGLS correlates moderately well with traditional measures of academic listening (r=0.7731) while giving testers interesting information about student interlanguage in very little time. Results further showed that AGLS has a much higher reliability coefficient (r=0.9223) in comparison to the other listening test. Therefore, although traditionally testers have had to write lengthy tests in order to get an adequate representation of students' listening abilities, it may be possible to obtain the necessary information about students' abilities with this more time-efficient measurement tool.
3

A study of listening comprehension of academic lectures within the construction-integration model

Jeon, Jihyun 10 December 2007 (has links)
No description available.
4

Academic Listening and Note-Taking: A Multiple-Case Study of First-Year International Undergraduate Students’ Experiences in Different Instructional Contexts at an American University

Tsai, Shiao-Chen 27 October 2017 (has links)
No description available.

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