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Assessment of English Listening Needs: A Case Study of Taipei Junior High School Students
Huang, Hsin Wei
Yu, Ming Chung
Huang, Hsin Wei
|Issue Date: ||2009-09-17 16:34:28 (UTC+8)|
研究結果顯示：(1) 學術方面的英聽能力需求高於會話方面；(2)「能跟得上不同的授課方式：口說、聽、視聽」的需求度最高；(3) 最被認為重要的會話方面英聽能力則是「能辨別英語中音位相對但意思不同的音」；(4)「高」英聽能力群組的學生比「中」或「低」英聽能力群組的學生在不管會話方面還是學術方面都有較多需求；(5) 女學生在會話方面或學術方面也比男學生有較多需求。
Over the past two decades, a great deal of attention has been devoted to the teaching, learning, and testing of foreign language listening ability. This increased attention is due (at least in part) to the realization of the importance of listening in language learning (Rubin, 1994). While there is an increased research focusing on English listening, there is still much work that needs to be done.
The present study, therefore, aimed at assessing the English listening needs of junior high school students in Taipei, investigating their English conversational and academic listening abilities. In addition, the study also examined the differences in listening needs between the students with different levels of English listening proficiency or with different genders. In this study, the questionnaire utilized was based on Richards’ (1983) proposition of the taxonomy of listening skills. It consisted of two major need types, including 51 listening abilities altogether—33 conversational listening abilities and 18 academic ones. The scale of importance and its frequency counting are the ways of measurement and comparison. As for the participants, 208 eighth-graders of all the classes from a junior high school in Taipei took part in this study, with 202 successfully completing the questionnaire form. Finally, t-tests and ANOVA were both used to analyze the quantitative data and to find out the possible patterns of the students’ thoughts in terms of the English listening needs.
The study completed, the results first indicated that junior high school students had more needs for academic listening than for conversational one. The most important English listening need was the academic ability to follow different modes of lecturing: spoken, audio, audio-visual, whereas the most need for conversational listening abilities was being able to discriminate among the distinctive sounds of the target language. The results then demonstrated that students with high level of English listening proficiency had significantly more needs for both conversational and academic listening than either the ‘intermediate’ or the ‘low’ proficiency participants. Finally, it was discovered that female listeners, no matter for academic or conversational listening abilities, had more needs than males.
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|Source URI: ||http://thesis.lib.nccu.edu.tw/record/#G0093951001|
|Data Type: ||thesis|
|Appears in Collections:||[英國語文學系] 學位論文|
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