研究生: |
曾鈺晴 Vivian Yu-Ching Tseng |
---|---|
論文名稱: |
以社會文化觀點探討學生的聽力過程:以一個國中EFL教室為例 Exploring Students' Listening Process in A Junior High EFL Classroom through the Sociocultural Perspective |
指導教授: |
吳美貞
Wu, Mei-Chen |
學位類別: |
碩士 Master |
系所名稱: |
英語學系 Department of English |
論文出版年: | 2010 |
畢業學年度: | 98 |
語文別: | 英文 |
論文頁數: | 147 |
中文關鍵詞: | 社會文化觀點 、聽力 、質性研究 、英語學習 |
英文關鍵詞: | sociocultural perspective, listening, qualitative research, English learning |
論文種類: | 學術論文 |
相關次數: | 點閱:260 下載:21 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
聽力已被廣泛認可為第二語言習得的重要基礎,但與其他的語言能力相較,聽力的教學或是相關研究卻只得到的少量的關注。再者,大多數的聽力研究都是奠基於認知理論上,致使其探討的範疇往往只侷限於學習者本身,而聽力學習過程也因而多半被簡化為學習者認知能力的運作,而容易忽略學習本身潛藏的的複雜性。本研究旨在透過社會文化理論中的社會語言觀點(Language Socialization) 檢視學生在EFL教室中的聽力學習過程,以期能呈現教室環境中的聽力學習於其本質上是一個動態的(dynamic)且情境的(situated)的過程。除了觀察聽力在此教室的呈現外,本研究亦深入探討了學生的聽力學習與其情境脈絡(context) 之間的關係。
本研究的參與者為一英文課堂上的三十位國一學生與其英文老師。資料蒐集的方式主要是透過教室觀察以及半結構性訪談。在六週的教室觀察期間,研究者實際參與課程並記錄在這段期間進行的教學活動。此外,六位學生及其英文老師接受了數次的訪談。在資料分析方面,除了研究者於觀察時歸納出的方向,亦受到史坦(Stern)與杜鐸(Tudor)相關論述的啟發與導引。
研究結果顯示,此一教室的英語教學偏重於口說,而聽力則明顯不是教學的重點。某些活動設計的本質原本就是口說教學導向,例如議題分享(ask and share)和主題簡報(presentation)。即使在其他較多聽力學習機會的活動中,例如電影欣賞(movie-watching)和聽力練習(listening practice),聽力的教學仍然不夠深入,著力甚淺。儘管如此,學生其實無時無刻扮演著聽者的角色,並以或深或淺的互動性(reciprocity)參與著教室活動。有別於一般英語教室中常見的非互動性聽力(non-reciprocal listening)教學,此教室中的學習者有機會在活動進行中判斷其所聽到的訊息並做出反應,並因此展現出互動性聽力(reciprocal listening)的學習。此發現體現了聽力在實際語言使用情境中的高度互動性,因此研究者認為聽力的定義必須跨越聽者本身「理解」的層次,進而包含互動中必需的「溝通」功能。鑑於社會文化理論對於情境脈絡(context)之於學習的重要性,本研究深入探討了來自於學校、老師、學生的脈絡因素如何形塑此教室中互動性聽力的呈現。結果顯示來自於此三方的脈絡彼此相互作用,且學習者的互動性聽力經驗與這些脈絡之間有著相互影響的高度關係。由此可知,語言學習在其本質上是脈絡式(contextualized)且情境式(situated)的一項經驗。最後,本研究提出了對於英語教學以及相關學術研究上的建議,並列出其不足之處,以供讀者參考。
Though listening is widely recognized as the foundation of SLA, it received little attention in both language research and instruction. While endeavors have been made to extend the knowledge of listening, the highly cognitive nature of most preceding investigations can risk ending up in partial understanding language learners’ sophisticated listening process. Therefore, the present study adopted a sociocultural approach—Language Socialization (LS) perspective to examine students’ listening process with the expectation to shed light on the dynamic and situated characteristics of students’ learning of listening in a language classroom.
A case study approach of a qualitative design was used in order to obtain an in-depth understanding of students’ listening in an EFL classroom setting. The informants were the first-graders and the teacher of a particular English class from a junior high school in Chiayi. The data for this study has been collected mainly through classroom observation and semi-structured interviews. During the six-week observation, the researcher participated in the class and took field notes of the activities undertaken in the classroom. Later in the study, six students and the teacher were interviewed with questions developed from the observation to arrive at more sophisticated interpretation of the data. The analysis of the data has been guided by the researcher’s intuitions arisen in her stay of the site and enlightened by the insights from Stern (1983) and Tudor (2001).
The results of this study revealed an unbalanced view on listening and speaking. The design of some activities, such as the ask and share activity and the presentation activity, was speaking-oriented in nature. The classroom practice has accentuated the role of speaking whereas listening was relegated to a secondary position. In other activities that were loaded with great opportunities for listening, such as movie-watching and listening practice, it was found that students’ learning of listening was treated in a pretty shallow and superficial manner. However, a deeper exploration into students’ listening process has revealed that students have actually acted in the role of a listener in every activity along the reciprocal listening continuum with more or less reciprocity. Unlike traditional EFL classrooms that often display a strong orientation of non-reciprocal listening, this EFL classroom has enabled students’ listening as a reciprocal process that provides listeners with chances to evaluate and to respond to the speaker. The reciprocal listening manifestations detected in this classroom indicated that the perception of listening should not be constrained to the prevalent comprehension sense, but to account for its communication function that is essential in real life interactions. Informed by the sociocultural perspective, a variety of contextual factors from the school, the teacher, and the students have been identified to examine how context shaped the two highly reciprocal themes which have distinguished this particular classroom from the traditional English classrooms around Taiwan. It has been found that the identified contextual factors have interacted with each other reciprocally and there was a highly interrelated relationship between students’ reciprocal listening experience and the context. The findings have pointed to the dialectic relationship between one’s language learning experience and the context, and informed our understanding of language learning as an essentially contextualized and situated process. Finally, implications, limitations, and suggestions for future research were provided.
References
Adelmann, K. (2001). Listening and referring to voices: Students’ repertory in educational settings. International Journal of Listening, 15, 38-67.
Anderson, A. & Lynch. T. (1988) Listening. Oxford: Oxford University Press.
Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: Freeman.
Angrosino, M. (2007). Doing ethnographic and observational research. London, UK: SAGE Publications.
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34 (4), 777–786.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier life styles? Psychological Science in the Public Interest, 4(1), 1-44.
Belasco, S. (1967). The plateau or the case for comprehension: the concept approach. The Modern Language Journal, 51, 82-86.
Benson, P.C. & C. Hjelt. (1978). Listening Competence: A prerequisite to communication. The Modern Language Journal, 62, 85-89.
Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521– 531.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38, 34-38.
Breen, M. P. (2001). The social context for language learning: A neglected situation? In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context: A reader (pp.122-144). London, UK: Routledge.
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). White Plains, NY: Longman.
Brown, J. (1987). Listening— Ubiquitous yet obscure. Journal of International Listening Association, 1, 3-14.
Brownell, A. (1996). Listening. Heinle & Heinle Publishers.
Carbaugh, D. (1999). “Just listen”: “listening” and landscape among the Blackfeet. Western Journal of Communication, 63(3), 250-270.
Carrier, K. (1999). The social environment of second language listening: Does status play a role in comprehension? The Modern Language Journal, 83(1), 65-79.
Chao, Y. G. & Cheng, Y. P. (2004). Listening difficulties of Taiwanese EFL students in senior high schools Selected papers from the Thirteenth International Symposium on English Teaching (pp. 250~258). Taipei: Crane.
Chastain, K. (1976). Developing second language skills: Theory to practice (2nd ed.). Chicago: Rand McNally College Publishing Company.
Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System, 27, 493-513.
Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (ed.), Sociocultural theory and second language learning (p.27-70). Oxford: Oxford University Press.
Duff, P. A. (1995). An ethnography of communication in immersion classrooms in Hungary. TESOL Quarterly, 29, 505-537.
Duff, P. A. & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
Duff, P. A. & Early, M. (March, 1999). Language socialization in perspective: Classroom discourse in high school humanities courses. Papers presented at the American Association for Applied Linguistics Conference, Stamford, CT.
Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.
Duff, P. A. (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309-319.
Dunkel, P. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical considerations. Modern Language Journal, 70, 96–106.
Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly 25(3), 431–457.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89, 206–220.
Farrell, T. S. C. & Mallard, C. (2006). The use of reception strategies by learners of French as a foreign language. The Modern Language Journal, 90(3), 338-352.
Felder, R. M. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals, 28(1), 21-31.
Feyten, C.M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, 173-180.
Field, J. (2002). The changing face of listening. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp.242-247). Cambridge, UK; Cambridge University Press.
Field, J. (2004). An insight into listeners’ problems: too much bottom-up or too much top-down? System, 32, 363-377.
Field, J. (2008). Emergent and divergent: A view of second language listening research. System, 36, 2-9.
Firth, A. & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 286-300.
Flick, U. (2007). Designing qualitative research. London, UK: SAGE Publications.
Flowerdew, J. & Miller, L. (2010). Listening in second language. In A. D. Wolvin (ed.), Listening and human communication in the 21st century (pp.158-177). UK: Wiley-Blackwell.
Gibbs, G. R. (2007). Analyzing qualitative data. London, UK: SAGE Publications.
Glisan, E. W. (1985). The effect of word order on listening comprehension and pattern retention: An experiment in Spanish as a foreign language. Language Learning, 35 (3), 443-469.
Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182.
Hasan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum 13, 137–153.
He, A. W. (2003). Novices and their speech roles in Chinese heritage language classes. In R. Bayley & S. R. Schecter (Eds.). Language socialization in bilingual and multilingual societies (pp.128-146). Clevedon, UK: Multilingual Matters.
Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.
Katchen, J. E. (2003). Teaching a listening and speaking course with DVD films: Can it be done? In H. C. Liou, J. E. Katchen, & H. Wang (Eds.), Lingua Tsing Hua (pp. 221-236). Taipei: Crane.
Kern, R. G. (1995). Students’ and teacher’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92.
Kim, J. (2002). Affective reactions to foreign language listening retrospective interviews with Korean EFL students. Language Research 38, 117–151.
Kramsch, C. (Ed.). (2004). Introduction: “How can we tell the dancer from the dance?” In C. Kramsch (ed.), Language acquisition and language socialization (pp.1-30). New York: Continuum.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon Press.
Krashen, S. D. (1985). The input hypothesis: Issues and Implications. New York: Longman.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Kvale, S. (2007). Doing interviews. London, UK: SAGE Publications.
Lam, W. Y. K. (2002). Raising students’ awareness of the features of real-world listening input. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.248-253). Cambridge, UK: Cambridge University Press.
Lantolf, J. P. (Ed.). (2000a). Introducing sociocultural theory. In J. P. Lantolf (ed.), Sociocultural theory and second language learning (pp.1-26). Oxford: Oxford University Press.
Lantolf, J. P. (2000b). Second language learning as a mediated process. Language Teaching, 33, 79-96.
Lantolf, J. P. (2005). Sociocultural and second language learning research: An exegesis. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 335-350). Mahwah, NJ: Lawrence Erlbaum.
LeLoup, J. W. & R. Ponterio (2007). Listening: You’ve got to be carefully taught. Language Learning & Technology 11.1, 4–15
Liamputtong, P. & Ezzy, D. (2005). Qualitative research methods (2nd ed.). South Melbourne, Australia: Oxford University Press.
Lin, S. H. (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. Unpublished Master thesis, National Kaohsiung Normal University, Kaohsiung, R.O.C.
Long, M. (1985). Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.
Marshall, C. & Rossman, G. B. (2006) Designing Qualitative Research (4th ed.). Thousand Oaks, CA: SAGE Publications.
Mendelsohn, D. (2001). Listening comprehension: We’ve come a long way, but. . . Contact 27, 33–40.
Meskill, C. (1996). Listening skill development through multimedia. Journal of Educational Multimedia and Hypermedia 5(2), 179-201.
Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). London: Hodder Arnold.
Moore, L. C. (1999). Language socialization research and French language education in Africa: A Cameroonian case study. The Canadian Modern Language Review, 56(2), 329-350.
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, 279-310.
Morley, J. (1972). Improving aural comprehension. Ann Arbor, MI: University of Michigan Press.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murica (ed.), Teaching English as a Second Foreign Language, 3rd ed. Boston: Heinle & Heinle.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25(1), 51-75.
Noel, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teacher’s communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp.192-203). London, UK: Longman.
Nunan, D. (2002a). Listening in a second language. Selected Papers from the Eleventh International Symposium on English Teaching (pp.120-129). Taipei: Crane.
Nunan, D. (2002b). Listening in language learning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp.238-241). Cambridge, UK; Cambridge University Press.
Nunan, D. (2005). Classroom research. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 225-240). Mahwah, NJ: Lawrence Erlbaum.
Ochs, E. (1988). Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press.
Oprandy, R. (1994). Listening/speaking in second and foreign language teaching. System, 22(2), 153-175.
Oxford, R. L., Lee, D. C., Snow, M. A. & Scarcella, R. C. (1994). Integrating the language skills. System, 22(2), 257-268.
Poole, D. (1992). Language socialization in the second language classroom. Language Learning, 42(4), 593-616.
Purdy, M. W. (2010). Qualitative research: Critical for understanding listening. In A. D. Wolvin (ed.), Listening and human communication in the 21st century (pp. 33-45). UK: Wiley-Blackwell.
Resnick, L. B. (1991). Shared cognition: Thinking as social practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp.1-20). Washington, DC: American Psychological Association.
Rivers, W. (1966). Listening comprehension. Modern Language Journal, 50(4), 196-204.
Rost, M. (2002). Teaching and researching listening. Harlow: Longman.
Rost, M. (2005). L2 listening. In E. Hinkel (ed.), Handbook of research in second language teaching and learning (pp.503-528). Mahwah, NJ: Lawrence Erlbaum.
Rubin, J. (1994). A review of second language listening research. The Modern Language Journal, 78(2), 199-221.
Rymes, B. (1997). Second language socialization A new approach to second language acquisition research. Journal of Intensive English Studies, 11(2), 143-155.
Sangster, P. & Anderson, C. (2009). Investigating norms of listening in classrooms. The International Journal of Listening, 23, 121-140.
Shieffelin, B. B. & E. Ochs. (1986). Language socialization across cultures. Cambridge: Cambridge University Press.
Steil, L. K., Barker, L. L., & Watson, K. W. (1983). Effective listening: Key to your success. Reading, MA: Random House.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Sueyoshi, A. & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661-699.
Sullivan, P. N. (2000). Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P. Lantolf (ed.), Sociocultural theory and second language learning (pp.115-131). Oxford: Oxford University Press.
Sun, K. C. (2002). Investigation of English listening difficulties of Taiwanese students. Selected Papers from the Eleventh International Symposium on English Teaching (pp.518-525). Taipei: Crane.
Swain, M. & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91, 820-836.
Teng, H. C. (2002). An investigation of EFL listening difficulties for Taiwanese college students. Selected Papers from the Eleventh International Symposium on English Teaching (pp.526-533). Taipei: Crane.
Teng, H. C. (2006). An investigation of the relationship between EFL listening proficiency and the development of speaking performance. NSC94-2411-H011-012
Tudor, I. (2001). The dynamics of the language classroom. Cambridge, UK: Cambridge University Press.
Underwood, M. (1989). Teaching listening. Harlow: Longman.
Vandergrift, L. (1997). The Cinderella of communication strategies: Reception strategies in interactive listening. The Modern Language Journal, 81, 494-505.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
Van Lier, L. (2001). Constraints and resources in classroom talk: Issues of equality and symmetry. In C. N. Candlin & N. Mercer (Eds.), English language teaching in its social context: A reader (pp.90-107). London, UK: Routledge.
Vogely, A. J. (1995). Perceived Strategy Use During Performance on Three Authentic Listening Comprehension Tasks. Modem Language Journal, 79, 41-56.
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31(1), 67-80.
Watson-Gegeo, K. A., & Nielsen, S. E. (2003). Language socialization in SLA. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp.155-177). Malden, MA: Blackwell.
Watson-Gegeo, K. A. (2004). Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal, 88(3), 331-350.
Willet, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly, 29(3), 473-503.
Wolvin, A.D. & Coakley, C. G. (1996). Listening. (5th ed.). Madison: Brown & Benchmark Publisher.
Wolvin, A. D. (2010). Listening engagement: Intersecting theoretical perspectives. In A. D. Wolvin (ed.), Listening and human communication in the 21th century (pp.7-30). UK: Wiley-Blackwell.
Wu, C. H. (2004). Examining junior high school EFL teachers’ perspectives on listening pedagogy. Selected papers presented from the Thirteenth International Symposium on English Teaching (pp.211-219). Taipei: Crane.
Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27, 515-535.
Yen, A. L. & Shiue, S. M. (2004). A study on English listening difficulties encountered by FHK students. Selected papers from the Thirteenth International Symposium on English Teaching (pp.699-707¬). Taipei: Crane.
Zuengler, J. & Cole, K. (2005). Language socialization and second language learning. In E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 301-316). Mahwah, NJ: Lawrence Erlbaum.