偏鄉地區國中學生英語聽力困難之探討－以南投縣某國中學生為例

A Research on English Listening Difficulty of Junior High School Students in Rural Area: Taking Students in One Junior High School in Nantou County as an Example

古士傑(Shih-Chiech, Ku)

英語聽力困難 ； 偏鄉地區 ； 國中生 ； English Listening Difficulty ； Rural area ； junior high school students

嶺東學報

46期（2020 / 06 / 01）

197 - 214

繁體中文

從國中英語會考加考英聽後，偏鄉地區的英語雙峰現象似乎是越來越明顯了。教育部的十二年國教課綱為了讓學生因應未來世界的變化，強調國中階段須具備聽、說、讀、寫英語文的基礎素養，但是以往在考試引導教學的情形下，聽和說的能力似乎被有意的忽略，學校的課程也沒有時間因應英聽另外開課訓練，以致於學校教師功能性作用有限。近幾年全民英檢的帶動下，國中學生在國中畢業前至少要能通過全民英檢初級檢定，英檢初級相當於國中畢業程度。本研究嘗試利用英檢初級聽力檢測偏鄉國中學生英語聽力能力，瞭解偏鄉地區現場學生遇到英聽所遭遇到的困難。透過訪談4名偏鄉國中八年級學生，探討學生在作答英檢初級英聽時所遇到的困難，做為英語教師教學之參考。

Since English Listening has been added into the English of the Comprehensive Assessment Program, the bimodal distribution (BD) in rural area turns to be more obvious. The 12-year National Education Program of the Ministry of Education begins to emphasize that junior high school students must have basic literacy in listening, speaking, reading, and writing in English in response to changes in the future world. The Listening and Speaking ability of students seems to be deliberately ignored due to the Test-based Teaching, and additional training of Listening isn't included in the school curriculum because of inadequate time; therefore, the functional support from school teachers is limited. Owing to the GEPT, junior high school students at least pass GEPT at the Elementary level before their graduation. GEPT at the Elementary level is equal to the level of graduates from junior high schools. This study attempts to utilize the GEPT Listening section at the Elementary level to test the Listening proficency of junor high school students in rural area in order to understand the Listening difficulties they encountered. Through interviews with four eighth graders in the junior high school in rural area, we explored the English Listening difficulties they faced in the the GEPT Listening section at the Elementary level to offer as a reference for English teachers.

1. Anderson, A.,Lynch, T.(1988).Listening.Oxford:Oxford University Press.
2. Berne, J. E.(2004).Listening comprehension strategies: A review of the literature.Foreign Language Annals,37(4),521-533.
3. Brown, D.(1994).Principles of language teaching and learning.New Jersey:Prentice Hall.
4. Brownell, J.(1996).Listening: Attitudes, principles, and skills.Boston:Allyn and Bacon.
5. Chamot, A.U.(1995).Learning strategies and listening comprehension.A guide for the teaching of second language listening,San Diego, CA:
6. Cheng, Y. P.(2004).Changhua, R.O.C.,National Changhua University of Educaiton.
7. Dunkel, P.(1991).Listening in the native and second/foreign language toward an integration of research and practice.TESOL Quarterly,25(3),431-457.
8. Goh, C. C. M.(2000).A cognitive perspective on language learners’ listening comprehension problems.System,28,55-75.
9. Mendelsohn, D.(1995).Applying learning strategies in the second/ foreign language listening comprehension lesson.A guide for the teaching of second language listening,San Diego, CA:
10. Mendelsohn, D. J.(1994).Learning to listening: A strategy-based approach for the second language learner.San Diego, CA:Dominie Press.
11. Nunan, D.(2002).Listening in a second language.Selected Papers from the Eleventh International Symposium on English Teaching,Taipei:
12. Oxford, R.L.(1990).Language learning strategies: What every teacher should know.Boston, MA:Heinle & Heinle Publishers.
13. Richards, J.C.(Ed.),Renandya, W.A.(Ed.)(2002).Methodology in language teaching: An anthology of current practice.Cambridge, UK:Cambridge University Press.
14. Riddle, D.(2001).Teaching English as a foreign/second language.Chicago:Contemporary Books.
15. Rivers, W,Temperley, M.(1978).A practical guide to the teaching of English.New York:Oxford.
16. Rost, M.(1994).Introducing listening.London:Penguin English.
17. Rubin, J.(1994).A review of second language listening comprehension research.The Modern Language Journal,78(2),199-221.
18. Rubin, J.,Thompson, I.(1994).How to be a more successful language learner: Toward learner autonomy.USA:Heinle & Heinle.
19. 張新仁(2001)。從資訊處理談有效的學習策略。教育學刊，9，252-270。
20. 黃純瑜(2004)。高雄市，高雄師範大學。
21. 蔡清田(2018).核心素養的學校本位課程發展.臺北:五南出版社.
22. 蔡清田(2014).課程發展與設計新論.臺北:五南出版社.