本研究旨在探討聽力策略訓練 (listening strategy training) 對台灣地區國中學生的英語聽力的影響。藉由檢視聽力策略訓練對國中學生整體英語聽力的提昇，學生對於個別聽力策略的學習成效，以及聽力策略對不同的文本 (texts) 以及不同的題型 (tasks) 的影響，希望能夠對英語教學領域有所貢獻。
本研究的實驗對象為五十六位國中學生，分別就讀台北市立民權國中三年級的兩個班級。他們皆為研究者任教的班級。擔任實驗組的班級接受約九個月的聽力策略訓練，而擔任對照組的班級則完成與實驗組同樣的聽力習題，但並未接受額外聽力訓練。實驗組與對照組皆必須接受前試與後試。兩次的聽力測驗使用的題本皆選自語言測驗中心所出版的全民英檢 (General English Proficiency Tests) 初級聽力測驗部分。實驗組在訓練之後並且要求完成一份問卷。
實驗結果顯示，英語聽力策略訓練對國中生的聽力有明顯的幫助。實驗組的學生後試的成績有顯著的進步，而大部分的實驗組的學生在問卷中也表示，他們喜歡聽力策略訓練並認為此種訓練對他們的聽力有幫助。此外，在四種訓練過的聽力策略當中，學生對於「聽關鍵字或特定細節」(scanning)策略的運用，在後試中有最明顯的進步，其次則為「根據上下文推論」 (linguistic inferencing)。學生在「做筆記」(note-taking)的運用上則最不受聽力策略訓練影響。在文本方面， 「敘述」 (statements) 對於實驗組的學生而言，比「對話」(dialogues) 容易，而聽力策略訓練對學生回答「單句」也有較顯著的幫助。最後，在題型方面，「圖片辨識」 (picture identification) 題型對於實驗組的學生而言比「回應問題」(making responses)的題型容易，而且聽力策略訓練對學生回答「圖片辨識」的題型也較有顯著的幫助。
本研究發現聽力策略訓練增強學生聽力技巧，因此學生的聽力過程應該比聽力測驗成績更受重視。此外，教師信念 (teachers’ belief) 會影響學生的學習態度。未來相關的研究建議可以加入更多的受試者，使用有更多型態的文本以及題型的聽力測驗題本，並涵蓋更多聽力策略的訓練，以期更深入廣泛地探討聽力策略訓練的成效。

The present study discusses the role of listening strategy instruction for junior high school students in Taiwan by investigating the effect of listening strategy training, the rates of acquisition of four listening strategies, and the training effects on texts (i.e., statements and dialogues), and two tasks (i.e., identification and making response).
Two classes of third-year junior high school students participated in the study as the experimental and control groups. Two listening tests were taken from General English Proficiency Tests as the pre-test and the post-test. Before the training, the pre-test was administered to the two groups. Then, the experimental group received specific listening strategy instructions for about nine months, whereas the control group listened to the same materials and completed the same exercises without any strategy training. After the training, a post-test was given to both groups at the same time. In addition, the experimental group had to complete a questionnaire.
The overall results show that the listening strategy training facilitated junior high school students’ listening comprehension in that the experimental group made significant after the training and the majority of students in the experimental group reported that they felt the training pleasant and useful. Moreover, they benefit most from scanning during the training, followed by linguistic inferencing, and most of the subjects considered the training of scanning, skimming, and linguistic inferencing useful, but not that of note-taking. Statements were found to be easier texts for junior high school learners to listen to and the subjects benefited significantly more from the strategy training than dialogues did. However, more subjects claimed they had no difficulty in listening to dialogues than to statements. Finally, with respect to the training effects on tasks, identification was found to be an easier task and the subjects benefited more from the strategy training than making responses. Also, they felt less troubled with identification.
The present findings suggest that the explicit strategy instruction help enhance students’ listening skills and their listening processes should be emphasized more than their test scores. Moreover, it is said that teachers’ belief will influences students’ learning attitude. Further research may include a larger number of subjects, and the listening tests with a variety of texts and tasks may be chosen to further explore students’ listening strategy uses in. Finally, more listening strategies may be taught to see if the training effects will remain more evident.

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