Teaching Consecutive Interpretation Note-Taking Strategies to Improve Taiwanese Senior High School Students' English Listening Comprehension

逐步口譯筆記技巧在臺灣高中生英文聽力教學之應用

10.29912/CTR.201409_7(2).0004

蕭仕原(Shih-Yuan Hsiao)；張鳳蘭(Feng-Lan A. Chang)

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

編譯論叢

7卷2期（2014 / 09 / 01）

107 - 150

英文

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.

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