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.

The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners By Hana Ždímalová This dissertation deals with listening instruction to adult EFL learners in the Czech Republic and the phenomenon of pre-listening, which is currently under-researched. It examines adult EFL students' perspectives and perceptions of listening instruction and of the inclusion of different pre-listening techniques, particularly at CEFR A2-B1 proficiency levels. The theoretical part of the study focuses on current developments in listening research and the historical context of the development of listening instruction in classical FLT methodology. The pre-listening stage has been integral to L2 listening instruction since the beginning of Communicative Language Teaching. However, some controversial issues have recently been raised. For example, teachers are sometimes suspected of spending too much time on the pre- listening stage (Field 2002; 2008) and the overall usefulness of previewed comprehension questions in testing listening has been challenged (Sherman 1997). Moreover, adult students' listening needs and their perceptions of listening instruction have not yet been thoroughly researched (Graham 2006; Graham and Macaro 2008). This study argues that we should ask the students about their perceptions...