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題名：Teaching Consecutive Interpretation Note-Taking Strategies to Improve Taiwanese Senior High School Students' English Listening Comprehension
書刊名：編譯論叢
作者：蕭仕原／張鳳蘭 引用關係
作者(外文)：Hsiao, Shih-yuan／Chang, A. Feng-lan
出版日期：2014
卷期：7:2
頁次：頁107-150
主題關鍵詞：逐步口譯；筆記策略；聽力策略教學；多益聽力；Consecutive interpreting；Note-taking strategy；Listening strategy instruction；TOEIC listening
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本研究旨在探討逐步口譯筆記策略（CINT）對臺灣高中生英語聽力教學之成效。研究對象為中臺灣某高中二年級兩班共70位學生，其中一班為實驗組（35人），另一班為對照組（35人）。兩組皆使用相同多益聽力教材，唯一差別在於只有實驗組接受CINT教學，共歷時十週。研究工具包括：多益聽力測驗、逐步口譯筆記講義、實驗前後問卷。研究結果顯示，實驗組與對照組前後測表現相較之下，進步狀況皆達顯著差異。然而，兩組進步幅度相較之下，實驗組顯著優於對照組，顯示筆記策略教學有益於增進學習者在聽力理解方面的進步幅度。整體觀之，質性資料亦呼應量性結果。根據本研究結果，總結出兩點筆記策略聽力教學建議。第一，逐步口譯筆記策略教學有助於提升英語聽力理解，建議融入課程之中以提升學生聽力程度。第二，筆記策略可提升學生專注力與記憶力，但無法克服單字與語速障礙，聽力策略的教學應盡可能的多元化，以利學生多元發展。
This study examined the effects of a consecutive interpretation note-taking strategy (hereafter abbreviated as the CINT) on Taiwanese senior high school students' EFL listening comprehension. Seventy students from two classes of a senior high school in central Taiwan participated in the experiment. One class served as the experimental group (n = 35), and the other as the control group (n = 35). The experiment lasted for ten weeks and utilized TOEIC listening tests, CINT hand-outs, and pre-experiment and post-experiment questionnaires. The ANOVA results revealed that, on average, the experimental group showed significantly greater improvement in listening comprehension than the control group, which meant that CINT instruction was beneficial in boosting students' listening proficiency. In general, subjects' qualitative responses corresponded to their quantitative results. Two pedagogical implications were noted. First, CINT instruction should be incorporated into the curriculum to upgrade students' listening proficiency. Second, CINT could help learners stay focused and serve as an external memory aid, but it may not be able to overcome the limitations of the listener's insufficient vocabulary and the speaker's rapid rate of speech. Hence, the design of the listening comprehension practices should be as diverse as possible to meet each individual student's needs.
期刊論文
1.Kobayashi, K.(2005)。What limits the encoding effect of note-taking? A meta-analytic examination。Contemporary Educational Psychology，30，242-262。  new window
2.Kobayashi, K.(2006)。Combined effects of note-taking/reviewing on learning and the enhancement through interventions: A meta-analytic review。Educational Psychology，26(3)，459-477。  new window
3.Bakunas, B.、Holley, W.(2001)。Teaching organizational skills。Clearing House，74(3)，151-155。  new window
4.Davis, M.、Hult, R. E.(1997)。Effects of writing summaries as a generative learning activity during note-taking。Teaching of Psychology，24(1)，47-49。  new window
5.Faber, J. E.、Morris, J. D.、Lieberman, M. G.(2000)。The effect of notetaking on ninth grade students' comprehension。Reading Psychology，21(3)，257-270。  new window
6.Hale, G. A.、Courtney, R.(1994)。The effects of notetaking on listening comprehension in the test of English as a foreign language。Language Testing，11(1)，29-47。  new window
7.Hayati, A. M.、Jalilifar, A.(2009)。The impact of note-taking strategies on listening comprehension of EFL learners。English Language Teaching，2(1)，101-111。  new window
8.Ornstein, A. C.(1994)。Homework, studying, and note-taking: Essential skills for students。NASSP Bulletin，78(558)，58-70。  new window
9.Piolat, A.、Olive, T.、Kellogg, R. T.(2005)。Cognitive effort during notetaking。Applied Cognitive Psychology，19(3)，291-312。  new window
10.Tsai, T.、Wu, Y.(2010)。Effects of note-taking instruction and note-taking languages on college EFL students' listening comprehension。New Horizons in Education，58(1)，120-132。  new window
11.Chern, Chiou-Lan(2002)。English Language Teaching in Taiwan Today。Asia Pacific Journal of Education，22(2)，97-105。  new window
學位論文
1.Chen, H. C.(2005)。Proficiency and gender differences in the listening strategy use of the EFL senior high school students in Taiwan(碩士論文)。National Changhua University of Education。  new window
2.Huang, Y. C.(2008)。The effects of explicit teaching of listening strategies on senior high school(碩士論文)。National Changhua University of Education。  new window
3.Lin, H. H.(2005)。A Preliminary study on the effects of note-taking strategy on different proficiency levels of junior high students(碩士論文)。National Chengchi University。  new window
4.Hung, L. C.(2010)。An experimental study on the effects of metacognitive strategy based English listening comprehension instruction and strategy use on junior high school students in Taiwan(碩士論文)。National Changhua University of Education。  new window
5.Lin, S. F.(2006)。Effects of listening strategy instruction on EFL senior high school students’ English listening comprehension in Taiwan(碩士論文)。National Changhua University of Education。  new window
6.Wang, W. Y.(2002)。Effects of gender and proficiency on listening comprehension strategy use by Taiwanese EFL senior high school students--a case from Changhua, Taiwan(碩士論文)。National Changhua University of Education。  new window
圖書
1.Boscolo, P.、Mason, L.(2001)。Writing as a learning tool: Integrating theory and practice (studies in writing)。Netherlands：Kluwer Academic Publishers。  new window
2.Carrell, P. L.(2007)。Notetaking strategies and their relationship to performance on listening comprehension and communicative assessment tasks。Princeton, New Jersey：Educational Testing Service。  new window
3.Educational Testing Service(2007)。New TOEIC official test-preparation guide。Taipei：ETS。  new window
4.Hale, G. A.、Courtney R.(1991)。Notetaking and listening comprehension on the Test of English as a Foreign Language。Princeton, New Jersey：Educational Testing Service。  new window
5.Helgesen, M.、Brown, S.、Smith, D.(1996)。Active listening: Expanding understanding through content。Cambridge, England：Cambridge University Press。  new window
6.Kwon, O.(2010)。New TOEIC intensive listening。Taipei：Cosmos Culture Ltd.。  new window
7.Liu, M. H.(2008)。Consecutive interpreting and note-taking。Taipei：Bookman。  new window
8.Pauk, W.(2001)。How to study in college。Boston, MA：Houghton Mifflin。  new window
其他
1.Al-Jarf, R.(2011)。Note-taking in consecutive interpreting，http://faculty.ksu.edu.sa/aljarf/teaching%20Guides/Interpreting%20-%20Note-taking.pdf。  new window
2.Cornell Method。Wikipedia, the free encyclopedia，http://en.wikipedia.org/wiki/CornellNotes。  new window
 
 
 
 
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