摘要
本論文旨在探討測驗型式(test format)及文類(text type)對高中生聽力理解之影響，與高中生聽力策略使用的情形。受試學生為北台灣的65位高中生（32位聽力程度較佳者(高分組)及33位聽力程度較差者(低分組)）。在做完一份聽力測驗後，他們並填寫了一份問卷。
研究結果顯示：(一) 受試學生在圖片式聽力測驗(tests with pictures)之得分顯著高於在無圖片式聽力測驗(tests without pictures)之得分。(二) 受試學生在單句式(statement)文類之得分顯著高於在對話型(dialogue)文類之得分。(三) 高分組使用聽力策略之頻率顯著高於低分組，尤其是在補償策略、後設認知策略、及社會策略之使用上有差異。(四) 測驗型式及文類與聽力策略確實有密切之關係。
本研究建議：在設計聽力測驗時，教師須將測驗型式及文類對聽力理解之影響列入考量。此外，教師應提供聽力策略相關訓練(如：後設認知策略、及社會策略)並增進學生對聽力策略的認知與運用能力。

ABSTRACT
This thesis aims to explore the effects of test format and text type on the listening comprehension of senior high school students, and senior high school students’ listening strategy use. The subjects were 65 senior high school students in northern Taiwan, including 32 higher-proficiency students (the HP group) and 33 lower-proficiency students (the LP group). They were asked to take a listening test and then fill in a questionnaire.
The major findings are as follows. First, the subjects performed significantly better on the tests with pictures than those without pictures. Second, the subjects scored significantly higher in response to statements than dialogues. Third, the HP group significantly used strategies more frequently than the LP group, regarding the compensation, metacognitive and social strategies. Fourth, test formats and text types were significantly related to listening strategies.
Finally, it is suggested that when designing listening tests, teachers should take test formats and text types into consideration. It is also necessary for teachers to teach students listening strategies (especially the metacognitive strategies and social strategies) systematically and help students use them well.

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