A Study of Listening Strategy Instruction on Senior High School Students in Taiwan
Senior High School Students
|上傳時間: ||2016-05-06 17:07:04 (UTC+8)|
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.
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