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研究生： 林欣秀
Lin, Hsin-hsiu
論文名稱： 台灣國中英文課室聽力教材比較之研究
A Comparative Study of the Use of Scripted and Unscripted Listening Text in the English Classroom in Taiwan
指導教授： 劉宇挺
Liu, Yeu-Ting
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2017
畢業學年度： 105
語文別： 英文
論文頁數： 68
中文關鍵詞： 「有固定講稿」的聽力教材 、「無固定講稿」的聽力教材 、遷移適宜歷程理論
英文關鍵詞： Scripted Text, Unscripted Text, Transfer Appropriate Processing TAP
DOI URL： https://doi.org/10.6345/NTNU202202762
論文種類： 學術論文
相關次數： 點閱：200  下載：58 
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    • 多數的台灣英文教師使用「有固定講稿」的聽力教材，而這種聽力教材似乎無法有效幫助學生在教室外理解真實的情境對話。此研究的目的是要探究「無固定講稿」的聽力教材是否能增強學生的聽力理解，並比較學生在這兩種教材聽力的表現。
    共有七十位就讀台北市國中八年級的學生參與此實驗。參與者被分為四組並在十個禮拜中接受不同的聽力訓練與測試。結果顯示無論是「有固定講稿」的聽力教材或是「無固定講稿」的聽力教材皆無法幫助學生達到顯著進步。而「無固定講稿」的聽力「測驗」卻有益於學習者的聽力，同時也提升了學生學習聽力的動機，也製造了好的考試準備效果。
    根據「遷移適宜歷程理論」(TAP)，當學習與使用的過程一致時，學習者的能力可發揮最大效用。此研究結果建議「無固定講稿」的聽力教材的使用，因為教材的性質與真實對話相近，因而能培養學生真正的聽力能力。而且，「無固定講稿」的聽力測驗能測出學習者的真實能力。支持使用「無固定講稿」的聽力教材之論點將於第五章中接續討論。

    In Taiwanese English classes, teachers mostly utilize ‘scripted’ listening materials in listening teaching, which did not fully equip learners with competence to comprehend the real-life speech outside the classroom. The purpose of the current study was to (1) investigate whether the ‘unscripted’ text is beneficial to learners and, (2)compare and contrast their performances in both ‘scripted’ and ‘unscripted’ listening tests.
    Seventy eighth graders in Taipei public junior high school were included as participants. Participants were categorized into four groups and treated with different combinations of listening materials during 10-week experiment. The results indicated that neither unscripted nor scripted texts conduced to significant improvement in learners’ listening comprehension. However, the ‘unscripted tests’ not only benefited learners’ listening abilities but also raised their motivation in English listening. The positive backwash was found in this type of listening test.
    Based on the hypothesis of Transfer Appropriate Processing (TAP), the congruency between learning and using conditions can benefit learners. In this study, the result suggested implementing the ‘unscripted’ text in classroom settings because the text is more like real-life speech and it consequently can equip learners with the real ability to comprehend native speakers. What is more, the ‘unscripted’ test is a useful assessment to measure learners’ accurate listening ability. The reasons of calling for the use of ‘unscripted text’ were discussed in the pedagogical implication.

    Chinese Abstract …………………………………………… i Abstract ……………………………………………………… ii Acknowledgements …………………………………………… iv Table of Contents ……………………………………………vi List of Tables and Figures ………………………………ix Chapter One: Introduction ………………………………………… 1 1.1 Background and Motivation …………………… 1 1.2 Rationale of the Study ………………………………… 7 1.3 Purpose of the Study …………………………………… 8 1.4 Significance of the Study ……………………………… 9 Chapter Two: Literature Review …………………………………… 10 2.1 The Differences between Scripted and Unscripted text …………10 2.2 Existing Empirical Studies on the Performance of EFL Learners Using Scripted and Unscripted Text ………………………………………………… 12 2.3 Current Use of Unscripted Text in the EFL Classroom ………… 16 2.4 Transfer Appropriate Processing ………………………… 21 2.5 Research Questions …………………………………………… 23 2.6 Summary ………………………………………………………… 23 Chapter Three: Methodology ………………………………………… 25 3.1 Participants …………………………………………………… 25 3.2 Materials ………………………………………………………… 25 3.2.1 Listening Materials ………………………………………… 26 3.2.2 Testing Instruments ………………………………………… 29 3.3 Design …………………………………………………………… 31 3.4 Procedure ………………………………………………………… 32 Chapter Four: Results ……………………………………………………… 34 Chapter Five: Discussion …………………………………………………… 43 5.1 The Interpretation of the Results based on TAP …………………… 43 5.2. How Unscripted Texts Influence on Learners’ Comprehension …… 45 5.2.1 The Benefit of Discourse Features …………… 45 5.2.2 The Time Effect on Listeners’ Comprehension …………………… 47 5.3 The Comparison between Two Types of Listening Texts ……………… 48 5.3.1 Learners Positive Perception toward the Unscripted Texts …… 48 5.3.2 Learners’ Negative Perception toward the Scripted Texts …… 50 5.4 The Unscripted Listening Tests ………………………………………… 52 5.4.1 The Value of the Unscripted Tests ………………………………… 52 5.4.2 The Backwash of the Unscripted Tests …………………………… 53 5.5 Comparison of the SU and UU Groups ………………………………… 53 5.6 Pedagogical Implication ………………………………………………… 54 Chapter Six: Conclusion ……………………………………………………… 58 6.1 Summary ………………………………………………………………… 58 6.2 Limitations of the Present Study and Suggestions for Future Research … 59 References …………………………………………………………………… 61 Appendix A…………………………………………………………………… 64 Appendix B…………………………………………………………………… 67

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