Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 147-150).

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Marcella D. Genz, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed Oct. 7, 2003). Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

published_or_final_version / Education / Master / Master of Education

本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。 研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測，並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材，而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週，實驗前給予兩組學生學習背景問卷調查，實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知，受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步，其中又以高分群的成效最佳。 最後，由此研究結果提出工職英語聽力教學之具體建議。期盼對職校英語聽力學習環境、學習者、及授課教師皆有所助益。 / Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels. The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance. The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools.

Listening comprehension plays a vital role in Chinese students’ acquisitionof English; however, the current situation of students’ listening comprehension learning is notsatisfactory. As one category of learning strategies, metacognitive strategies are essential forsuccessful learning. Thus, the aim of this study is to investigate the students’ frequency ofmetacognitive strategy use, and the relationship between their use of metacognitive strategiesand their performance in a listening comprehension test from the TEM-4 test. 100sophomores of English major were chosen to participate in the test and then divided into threelevels based on their scores. Afterwards, 10 students from each level were randomly selected,which means there was a total of 30 students and they were asked to participate in thequestionnaire. Through the data collected from the listening comprehension test and thequestionnaire, the investigation finds that on the whole, the 30 students use metacognitivestrategies in the medium level. By comparison, the students in the three groups utilizemetacognitive strategies in different levels. Moreover, there is a positive relationship between30 students’ frequency of metacognitive strategy use and their performance in the listeningcomprehension test. However, there are 4 students whose frequency of metacognitive strategyuse and scores in the listening comprehension test show a negative relationship. Thus, aninterview was conducted among them to find the reasons. These include that they havedifferent difficulties in using metacognitive strategies or dealing with the listeningcomprehension tasks, and then some suggestions are put forward to help teachers improvetheir teaching quality, and students enhance their listening comprehension abilities.

The purpose of this report is to explore whether listening comprehension difficulties are due to receptive language impairment or attention deficits in school-age children. This evidence-based practice brief analyzes research within this population and gives suggestions on clinical implications for practicing speech-language pathologists related to intervention. Results show that listening comprehension is impaired in children whether or not they have co-occurring language impairment. However, ADHD does not further impair a child with a language disorder. Intervention for this population should focus on increasing the child’s understanding of causal connections, making inferences, and effective ways to study. / text

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (M.A.)--State University of New York at Binghamton, Dept. of Psychology, 2007. / Includes bibliographical references.