|
參考文獻 中文部分 王文科(1988)。課程論。臺北:五南。 林生傳(2003)。教育研究法-全方位的統整與分析。臺北:心理。 林進材(2019)。活化教學的策略與實踐:學科教學與學科學習知識的視角。課 程與教學季刊,22 (1),1~16。 林佩璇 (2002)。行動研究的知識宣稱~教師實踐知識。國立臺北師範 學院學報,15,189~210。 高敬文(1996)。質化研究方法論。臺北:師大書苑。 曹逢甫、吳又熙、謝燕隆(1994)。小學三年級英語教學追蹤輔導後 續實驗計畫-第一年研究報告、第二年研究報告。教育研究資訊,2(3),111-122。 吳明隆(2001)。教育行動研究導論-理論與實務。臺北:五南。 陳向明(2002)。社會科學質的研究。臺北:五南。 陳伯璋(1988)。行動研究法。臺北:五南。 陳伯璋(1999)。從九年一貫課程教師角色的再定位談師資培育之道。 載於中正大學教育學院(主編),新世紀的教育展望:國際學術 研討會論文集(235-245頁)。高雄:麗文。 陳伯璋、張新仁、蔡清田、潘慧玲(2007)。全方位的國民核心素養之教育研究。 (行政院國家科學委員會專題研究計畫成果報告:NSC 95-2511-S-003-001)。臺南市: 致理管理學院教育研究院。 陳惠邦(1998)。教育行動研究。臺北:師大書苑。 陳芷廷、蔡妤姿、王立弘、張智凱 (2020)。融入後設認知策略的科技增強英語聽 力活動設計。國立臺灣科技大學人文社會學報,16(3),301-316。 教育部(2003)。國民中小學九年一貫課程綱要。臺北:教育部。2012年2月1日取自http://www.edu.tw/eje/content.aspx?site_content_sn=4420 教育部(2008)。國民中小學九年一貫課程綱要語文學習領域(英語)。臺北:教育部。 教育部(2014)。十二年國民基本教育課程綱要總綱。臺北:教育部。 教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學 校語文領域(英語文)。臺北:教育部。 張玉萍 (2003)。台灣英語教學面面觀。台中師院學報,18(1),79-90。 忻愛莉 (2002)。英語聽力訓練之策略。台中師院學報,16,631-642。 葉潔宇 (2000)。英語聽力教學。英語教學,25(1),90-98。 洪裕宏等三人(2008)。界定與選擇國民核心素養: 概念參考架構與理論基礎研究。(行政院國家科學委員會專題研究計畫成果報告:NSC 95-2511-S-010-001)。臺北: 國立陽明大學。 洪詠善、范信賢 (主編) (2015)。同行~走進十二年國民基本教育課程綱要總綱。 新北市:國家教育研究院。 黃光雄(1996)。課程與教學。臺北:師大書苑。 黃光雄、蔡清田(1999)。課程設計:理論與實際。臺北:五南。 黃光雄、蔡清田(2002)。課程研究與課程發展理念的實踐。中正教育研究。1(1),1-20。 黃光雄、蔡清田(2017)。課程發展與設計新論。臺北:五南。 黃炳煌(1984)。課程理論之基礎。臺北:文景。 黃政傑(1987)。課程評鑑。臺北:師大書苑。 黃政傑(1991)。課程設計。臺北:東華。 黃政傑(2006)。教育本土化之新思維。載於中華民國課程與教學學會主編,課程教學的本土化與全球化(頁1-24)。高雄:復文。 蔡清田(2000a)。教育行動研究。臺北:五南。 蔡清田(2000b),行動研究及其在教育研究上的應用,載於國立中正 大學教育學研究所主編。質的研究方法(頁53-76)。高雄:麗 文。 蔡清田(2001)。課程改革實驗。臺北:五南。 蔡清田(2002)。學校整體課程經營-學校課程發展的永續經營。臺 北:五南。 蔡清田(2008)。課程學。臺北:五南。 蔡清田(2009)。 「八年研究」課程實驗及其重要啟示,教育研究月刊179期2009(3), 94-105。 蔡清田(2011)。素養:課程改革的DNA。臺北:高教。 蔡清田(2013)。教育行動研究新論。臺北:五南。 蔡清田(2016)。50個非知不可的課程學概念。臺北:高教。 蔡清田(2018)。核心素養的課程發展。臺北:五南。 蔡清田(2019)。核心素養的學校本位課程發展。臺北:五南。 蔡清田(2020)。核心素養的課程與教學。臺北:五南。 蔡清田(2021)。十二年國教新課綱與教育行動研究。臺北:五南。 蔡清田、陳延興、吳明烈、盧美貴、陳聖謨、方德隆、林永豐(2011)。K-12中小學一貫課程綱要核心素養與各領域連貫體系研究(國家教育研究院委託研究報告)。嘉義縣:國立中正大學。 國立臺灣師範大學心理與教育測驗研究發展中心(2018)。107年國中教育會考問與答。取自https://cap.nace.edu.tw/files.html 廖柏森 (2004)。英語全球化脈絡裡的台灣英語教育。英語教學,29(1),107-121。 廖柏森(2007)。英語與翻譯之教學。臺北:威秀。 鄧慧君 (2004)。英語聽力策略:教學實例與要項。人文及社會學科教學通訊。14(5),178-188。 鄭麗玉 (1999)。英語聽力策略教學研究。嘉義師院學報,13,57-76。 歐用生(1990)。我國國小社會科「潛在課程」之分析。國立臺灣師 範大學教育學系博士論文,未出版,臺北。 歐用生(1998)。課程與教學:概念、理論與實際。臺北:文景。 歐用生(1999)。行動研究與學校教育革新。國民教育,39(5),2-12。 歐用生(2000)。課程改革。臺北:師大書苑。 歐用生(2010)。課程研究新視野。臺北:師大書苑。 蘇哲賢(2017)。淺談國小階段培養學生核心素養之理念認知。臺灣教育評論月 刊,6(2),83-87。 甄曉蘭(1995)。合作行動研究─進行教育研究的另一種方式。嘉義師院學報,9,297-318。 甄曉蘭(2003a)。課程行動研究實例與方法解析-國小戲劇創作課程 之教學轉化。臺北:師大書苑。 甄曉蘭(2003b)。課程行動研究。臺北:師大書苑。 謝國平 (1998 年8 月3 日)。台灣英語教學完全失敗嗎。聯合報,第十五版。
外文部份 Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. Altrichter H., Posch, P., & Somekh, B. (1993). Teachers investigate their Work: An introduction to the methods of action research. London: Routledge. Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press. Bacon, S. M. (1992b). Authentic listening in Spanish: How learners adjust their strategies to the difficulty of the input, Hispania 75: 398-412. Bell, G. H. (1985). Can schools develop knowledge their practice? School Organization, 5(2), 175-184. Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533. Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38 (1), 34-38. Bradbury, H., & Reason, P. (2001). Conclusion: Broadening the bandwidth of validity: Issues and choice-point of action research. In P. Reason & H. Bradbury(Eds.), Handbook of action research: Participative inquiry & pratice (pp. 445-455). London: Sage. Brindley, G., & Slatyer, H. (2002). Exploring task difficulty in ESL listening assessment. Language Testing, 19 (4), 369-394. Brown, D. (1994). Principles of language teaching and learning. Prentice Hall, New Jersey. Brown, G. (1995). Dimensions of difficulty in listening comprehension. In D. J. Brown, G. (1997). Listening to spoken English. Landon: Longman. Brownell, J. (1996). Listening: attitudes, principles, and skills. Boston, MA: Allyn & Bacon. Buck, G. (2001). Assessing listening. New York, NY: Cambridge University Press. Canagarajah, A. S. (2002). Globalization, methods, and practice in pe- riphery classrooms. In D. Block & D. Cameron (Ed.), Globalization and language teaching. (pp.134-150). London: St. Edmundsbury Press. Cao & Lin. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), 127-139. Carr, W., & Kemmis, S.(1986). Becoming critical: Education, knowledge and action research. London: Falmer. Chamot, A.U. (1995). Learning strategies and listening comprehension. In D.J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp.166-185). San Diego, CA: Dominie. Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26. Retrieved July 14,2009, from http://e-flt.nus.edu.sg/ Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach. White Plains, NY: Addison Wesley Longman. Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. NY: Longman. Chang, H. F. (2003). Listening strategy use of high- and low-level technology college students. Selected Papers from the Twelfth International Symposium on English Teaching (pp.164-172). Taipei: Crane. Chang, I. C. (2010). A study on the effects of listening strategy instruction on Taiwanese EFL freshmen’s listening comprehension. Unpublished master’s thesis,National Changhua University of Education, Changhua, Taiwan. Chao, Y. G. (1996). The influence of strategy use on comprehension and recall of authentic English listening texts by Chinese EFL students in Taiwan. Unpublished Doctoral dissertation. University of Minnesota, Minnesota. Chao, Y. G. (1999). EFL listening strategies by English majors in Taiwan. Proceedings of the Sixteenth Conference on English Teaching and Learning in the Republic of China (pp.465-479). Taipei: Crane. Chao, Y. G., & Wang, W. Y. (2002). Senior high school students’ listening comprehension strategy use. The Proceedings of the Nineteenth International Conference on English Teaching & Learning, (pp. 77-89). Taipei: Crane. Chao, Y. G., Liu, L.X.C., Wang, E. Y. C., & Wu, C. H. S. (2003). A survey of EFL university freshmen’s listening strategies and difficulties. Selected Papers from the Twelfth International Symposium on English Teaching, (pp. 26-38). Taipei:Crane. 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. Chen, H. C. (2005). Proficiency and gender differences in the listening strategy use of the EFL senior high school students in Taiwan. Unpublished master’s thesis. National Changhua University of Education, Taiwan. Chen, Y. C. (2011). The effect of listening strategy instruction on elementary school EFL student’s English listening comprehension. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan. Cheng, C. H. (2001). Effects of listening strategy instruction on junior high school students. Master’s thesis. National Tsing Hua University, Taiwan. Cherry, K. (2016, January 7). What is learned helplessness? [Web log post]. Retrieved from http://psychology.about.com/od/lindex/f/earned-helplessness.htm Chien, C. Y. (2005). A study on the effects of listening strategy instruction on Taiwanese industrial vocational high school students' EFL listening comprehension.Master’s thesis. National Changhua University of Education, Taiwan. Chiu, H.W. (2006). The effects of CALL and listening strategies on listening comprehension among EFL learners. Master’s thesis. Da-Yeh University, Taiwan. Cohen, L., & Manion, L. (1994). Research methods in education (4th ed.). London: Routledge. Conard, L. (1985). Semantic versus syntactic cues in listening comprehension, Studies in Second Language Acquisition, 7:59-72. Crystal, D. (1997). The Cambridge encyclopedia of language. Cambridge: Cambridge University Press. Crystal, D. (2003). English as a global language (2nd ed.). London: Cambridge University Press. Dunkel, P. (1991). Listening in the native and second/foreign language toward an integration of research and practice. TESOL Quarterly, 25(3), 431-457. Dunkel, P., Henning, G., Chaudron, C. (1993). The assessment of an L2 listening comprehension construct: A tentative model for test specification and development. The Modern Language Journal, 77 (2), 180-191. Eisner, E.W. (1994) (3 rd ed.) The Educational Imagination: On the Design and Education of School Program. New York: Macmillan. Elliott, J. (1992). Action research for educational change. Milton Keynes: Open University Press. Faerch, C., & Kasper, G. (1986). The role comprehension in second-language learning. Applied Linguistics, 7(3), 257-283. Flowerdew, J. (1994). Academic listening: Research perspectives. New York: Cambridge University Press. Flowerdew, J. & Miller, L. (2005). Second language listening: Theory and practice. New York: Cambridge University Press. Gay, L. R. (1985). Educational evaluation and measurement. New York: Longman's Green Co., pp. 6-9. Goh, C. C. M. (1997). Metacognitive awareness and second language listeners. ELT Journal, 51(4), 361-369. Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75. Goh, C. C. M. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC journal, 39(2), 188-213 Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165-182. Kelly, A.V. (1989). The curriculum: Theory and practice. London: Paul Chapman. Kemmis, S., & McTaggart, R. (1992). The action research planner. Geelong, Victoria, Deakin University Press. Lewin, K. (1947). Frontiers of Group Dynamics: Concept, method and reality in social science, social equilibria, and social change. Human Relations, 1, 5-41. Li, P. C. (2009). Effects of listening strategy instruction on junior high school students’ EFL listening comprehension in Taiwan. Unpublished master’s thesis, National Changhua University of Education, Changhua, R.O.C. Li, Y. F.. & Kuo, F. L. (1999). The effect of slowed speech on Chinese EFL students’listening comprehension: A case study. The Proceedings of the SixteenthInternational Conference on English Teaching & Learning, (pp.385- 395). Taipei:Crane. Lin, S. F. (2006). Effects of listening strategy instruction on EFL senior high school students' English listening comprehension in Taiwan. Master’s thesis. National Changhua University of Education, Taiwan. Lomax, P. (1986). Action researchers’ action research: A symposium, British Journal of In- Service Education, 13, 42-50. Huang, T. L. (2002). The effect of listening strategy instruction for junior high school students in Taiwan. Master’s thesis. National Taipei Normal University, Taiwan. Huang, Y. C. (2008). The effects of explicit teaching of listening strategies on senior high school students’ English listening comprehension. Unpublished master’s thesis, National Changhua University of Education, Changhua, R.O.C. Marsh, C. & Willis, G. (1995). Curriculum: alternative approach, ongoing issues. Englewood Cliffs, N. J.: Merrill. McKernan, J. (1991). The countenance of curriculum action research: Traditional, collaborative, and emancipatory-critical conceptions. Journal of Curriculum and Supervision, 3(3), 173-200. McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner (2nd ed.). London: Kogan Page. McKernan, J. (2008). Curriculum and Imagination: Process theory, pedagogy and action research. New York: Routledge. Mendelsohn, D. J. (1984). There are strategies for listening. TEAL Occasional Papers, 8, 63-76. Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press. Mendelsohn, D. (1995). Applying learning strategies in the second/ foreign language listening comprehension lesson. In D.J. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 59-71). San Diego, CA: Dominie Press. Mendelsohn, D. J. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101. Mills, G. E. (2000). Action research: a guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. Morley, J. (1991). Listening comprehension in second/foreign language (pp. 81-105). Boston, MA: Heinle & Heinle. Muhammad, A., & Tribhuwan, K. (2020). Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System. Arab World English Journal, 11(4), 409-425. Murphy, J. M. (1985). An investigation into the listening strategies of ESL college students. Unpublished doctoral dissertation. Columbia University, New York. O’Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437. Oxford, R.L., Lavine, R., & Crookall, D. (1989). Language learning strategies, the communicative approach, and their classroom implication, Foreign Language Annals, 22(1): 29-39. Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers. Norman, D. (2002). 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. (2002). Listening in a second language. Selected Papers from the Eleventh International Symposium on English Teaching (pp.120-129). Taipei: Crane. Pinar, W. F. (2009). The worldliness of a cosmopolitan education: Passionate lives in public service. New York: Routledge. Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 87-100). Boston, MA: Heinle & Heinle. Pratt, D. (1980). Curriculum design and development. New York: Har- court Brace Jovanovich. Riddle, D. (2001). Teaching English as a foreign/second language. Chicago: Contemporary Books. Rivers, W, & Temperley, M. (1978). A practical guide to the teaching of English. New York: Oxford. Rost, M. (1994). Introducing listening. London: Penguin English. Rost, M. (2002). Teaching and researching listening. New York: Longman. Rost, M. (2011). Teaching and researching listening (2nd ed.). New York: Longman. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal,78(2),199-221. Rubin, J., & Thompson, I. (1996). How to be a more successful language learner: Toward learner autonomy (2nd ed.). USA: Heinle & Heinle. Schön, D. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith. Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row. Sprinthal, R. C., Schmute, G. T., & Sirois, L. (1991). Understanding Educational Research. New Jersey: Prentice-Hal. Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann. Stenhouse, L. (1980). Curriculum research and development. London: Heinemann. Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342. Thao, Q. T., & Tham, M. D. (2020). Insights into Listening Comprehension Problems: A Case Study in Vietnam. PASAA, 59, 78-100. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Tsai, C. C. (2006). A study of listening strategy instruction on senior high school students in Taiwan. Master’s thesis. National Chengchi University, Taiwan. Underwood, M. (1989). Teaching listening. New York: Longman Underwood, M. (1994). Teaching listening. New York: Longman Van Duzer, C. (1997). Improving ESL learning’s listening skills: At the workplace and beyond. ERIC PAIE Q & A. (ERIC Document Reproduction Service No. ED 406 855) Vandergrift, L. (1996). Listening strategies of core French high school students. Canadian Modern Language Review, 52(2), 200-223. Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409. Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal Volume, 53(3), 168-176. Vandergrift, L. (2003b). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463-496. Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching students how to listen does make a difference : An empirical study. Language Learning, 60(2), 470-497. Vandergrift, L. & Goh, C. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge. 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. Unpublished master’s thesis. National Changhua University of Education, Taiwan. Yagang, F. (1993). Listening problems and solutions. English Teaching Forum, 31(2),16-19. Yao, Y. & Ma, C. (2021). A multimedia network English listening teaching model based on confidence learning algorithm of speech recognition. International Journal of Electrical Engineering & Education, 2021(2), 1–9.
|