請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72515
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 張嘉倩(Chia-Chien Chang) | |
dc.contributor.author | Shu-Han Yang | en |
dc.contributor.author | 楊舒涵 | zh_TW |
dc.date.accessioned | 2021-06-17T07:00:11Z | - |
dc.date.available | 2020-08-12 | |
dc.date.copyright | 2019-08-12 | |
dc.date.issued | 2019 | |
dc.date.submitted | 2019-08-01 | |
dc.identifier.citation | References
AIIC, Interpreting will differ according to the needs of the conference. (2012, July 10). Retrieved January 06, 2018, from https://aiic.net/node/7/how-interpreters-work/lang/1 Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: Freeman. Chamot, A. U., S. Barnhardt, P. B. El-Dinary, & J. Robbins. (1999). The learning strategies handbook. White Plains, NY: Longman. Chang, P. & Lu, G. (2012). The current state of English listening instruction in Taiwanese senior high schools. Retrieved January 06, 2018, from http://english.tyhs.edu.tw/xoops/html/modules/tinyd0/index.php?id=10 Chaudron, C., Cook, J., & Loschsky, L. (1988). Quality of lecture notes and second language listening comprehension (Tech. Rep. No. 7). Honolulu: University of Hawaii at Manoa, Center for Second Language Classroom Research. Chen, C.-C., & Tseng S. D. (2017). “I give up and stop listening”: Fostering metacognitive listening strategy awareness in the English classrooms in Taiwan. Advances in Social Sciences Research Journal, 4(11), 14-22. Chien, C.-N. & Wei, L. (1996) Factors contributing to the understanding of spoken language in an EFL context. Proceedings from the Fifth International Symposium on English Teaching, English Teachers’ Association/ROC. Chien, C.-N. & Wei, L. (1998). The strategy use in listening comprehension for EFL learners in Taiwan. RELC Journal, 29(1), 66-91. Chmiel, A. (2010). How effective is teaching note-taking to trainee interpreters? The Interpreter and Translator Trainer, 4(2), 233-250. Chou, M.-H. (2016). Strategy use for listening in English as a foreign language: A comparison of academic and vocational high school students. TESOL Journal, 7(3), 513–539. Chou, M.-H. (2017). Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-14. College Entrance Examination Center, 高中英語聽力測驗–考試說明. (n.d.). Retrieved January 06, 2018, from https://ap.ceec.edu.tw/TELC/AboutTELC_2.aspx Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Novitas-ROYAL, 4(1), 35-50. Di Vesta, F. J. & Gray, G. S. (1972). Listening and note-taking. Journal of Educational Psychology, 63, 8-14. Dunkel, P., Mishra, S.P., & Berliner, D. (1989). Effects of note taking, memory and language proficiency in lecture learning for native and nonnative speakers of English. TESOL Quarterly, 23, 543-49. Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89(2), 206–220. Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press. Gile, D. (1991). Prise de notes et attention en début d’apprentissage del’interprétation consecutive-une expérience-démonstration de sensibilisation. Meta 36(2), 431-439. Gile, D. (1995). Basic concepts and models for interpreter and translator training. Amsterdam and Philadelphia: John Benjamins. Gile, D. (1999). Testing the Effort Models' tightrope hypothesis in simultaneous interpreting – A contribution. Hermes 23,153-172. Gile, D. (2006). Conference interpreting. In Brown, Keith (ed). Encyclopedia of Language and Linguistics (2nd ed.). Oxford: Elsevier. Vol. 3. 9-23. Gillies, Andrew (2017) Note-taking for consecutive interpreting – A short course (2nd ed.). Manchester: St Jerome Publishing. Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55-75. Goh, C. & Taib, Y. (2006). Metacognitive instruction in listening for young learners, ELT Journal, 60, 222-232. Graham, S., & Ernesto, M. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4), 747-783 Hale, G. A., & Courtney, R. (1991). Note taking and listening comprehension on the Test of English as A Foreign Language. ETS Research Report Series, 1991(1), I-26. Hasan, A. S. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture, and Curriculum, 13(2), 137–53. 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. Hsiao, S.Y. & Chang, F.I. (2012). Teaching consecutive interpretation note-taking strategies to improve Taiwanese senior high school students’ English listening comprehension. Compilation and Translation Review, 7(2), 107-150. Hsiao, S.Y. (2012). The application of note-taking strategy in consecutive interpretation to teaching English listening to Taiwanese senior high school students. (Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan). Jamieson, J., Jones, S, Kirsch, I., Mosenthal, P. and Taylor, C. (2000) TOEFL 2000 framework: a working paper (TOEFL Monograph Series Report No. 16). Princeton, NJ: ETS. Jones, Roderick (2002) Conference interpreting explained. Manchester: St Jerome Publishing. Khavazi, M., Yousefi, M. & Kharaghani, N. (2018). The effect of note taking vs. summarizing strategy on Iranian EFL learners’ listening comprehension. International Journal of Applied Linguistics and English Literature. 7 (2), 42-51. Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1, 147-172. Lebauer, R. S. (2001). Learn to listen, listen to learn: Academic listening and note-taking: Teachers manual. White Plains, NY: Pearson Education. Liao, Y.-W., & Yeldham, M. (2015). Taiwanese high school EFL teachers’ perceptions of their listening instruction. The Asian Journal of Applied Linguistics, 2(2), 92-101. Liu, B, & Hu, Y. (2012). The effect of note-taking on listening comprehension for lower-intermediate level EFL learners in China. Chinese Journal of Applied Linguistics, 35(4), 506-518. Liu, M. (1994). Transition from preparatory exercises to consecutive interpretation: Principles and techniques. Fu Jen Studies: Literature & Linguistics, 27, 104-116. Liu, M. H. (2008). Consecutive interpreting and note-taking. Taipei: Bookman. Mendelsohn, D. J. (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. 132–150). San Diego, CA: Dominie Press. O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46. O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10 (4), 418-437. O'Malley, J. M. and A. U. Chamot. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press Richards, J. C., & Burns, A. (2012). Tips for teaching listening: A practical approach. New York: Pearson. Rost, M., & Ross, S. (1991). Learner strategies in interaction: Typology and teachability. Language Learning, 41, 235-273. Rozan, J.-F. (1956). La prise de notes en interprétation consécutive. Genève: George & Cie S.A., Librairie de l’Université. Teng, H.-C. (1996). The influence of notetaking on EFL lecture comprehension. Journal of Yunlin Institute of Technology, 5(2), 165-168. Tsai, T. -F., & 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. Tsai, C.-C. (2013). An investigation into English as a foreign language listening anxiety among Taiwanese senior high school students. International Journal of Learning & Development, 3(4), 108-113. 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, 53(3), 168–76. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. Vandergrift, L. and Tafaghodtari, H. M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning 60 (2), 470-497 Wu, Y., & Liao, P. (2018). Re-conceptualising interpreting strategies for teaching interpretation into a B language. The Interpreter and Translator Trainer, 1-19. Yamada, H. (2018). Validity of note-taking for new consecutive interpreting learners: An empirical study of university interpretation courses. Theory & Practice in Language Studies, 8(11), 1387–1396. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/72515 | - |
dc.description.abstract | 大考中心於2012年推出高中英語聽力測驗(TELC)之後,高中課堂的聽力策略教學更形重要。雖然過往已有眾多研究探討各種聽力策略之益處,但較少有研究探討會議口譯之策略應用於聽力考試之效果。口譯教學中常見的逐步口譯筆記法為口譯員輔助聽力之重要工具,具有幫助口譯員專注聆聽與記憶原文之功能,但是否能運用於高中英語聽力測驗則仍待探究。
本研究以準實驗法探究逐步口譯筆記法對高中英語聽力測驗之效益。使用之研究材料包括研究前問卷、前測試題、後測試題、聽力模擬練習試題、研究後問卷以及逐步口譯筆記法之講義。研究者依照逐步口譯筆記原則設計為期八週之逐步口譯筆記法課程,並依照Chamot等人(1999)所提出的認知學術語言學習法(CALLA) 制定了教學流程。受試者為台北市某高中之兩班學生共60人,依照班級分為實驗組及對照組。兩組學生均接受為期八週的聽力訓練。實驗組接受了逐步口譯筆記法教學,並被敦促將逐步口譯筆記法應用於聽力練習考試,而對照組則在沒有任何筆記指導的情況下接受相同的聽力訓練。兩組受試者於八週後接受後測,並填寫研究後問卷,藉此了解他們對筆記法以及逐步口譯筆記法之看法。前測與後測成績經由統計分析來發掘逐步口譯筆記法用於高中英語聽力測驗之有效性,研究前後的問卷則以質性方式分析,以理解高中生如何看待逐步口譯筆記法。 本研究結果顯示,逐步口譯筆記教學未能有效提高學生在高中英語聽力測驗短講部分的表現。兩組後測分數與前測相比皆有顯著退步,但實驗組後測表現與對照組相比差異並不顯著。逐步口譯筆記教學未能提升學生聽力測驗成績可能原因之一為訓練時間過短,導致實驗組未能熟練逐步口譯筆記法,甚至讓逐步口譯筆記法干擾聽力。另一個可能的原因是高中英語聽力測驗短講太短,不足以造成認知超載,使得逐步口譯筆記法顯得多餘。但整體而言,實驗組的受試者對逐步口譯筆記法仍抱持正向的態度。 本研究歸納出了兩個教學意義。首先,逐步口譯筆記法可能有助於提高專注力和效率,但需要紮實的練習方能克服初學階段遇到的困難。其次,語言能力仍然是有效聽力理解的先決條件。如果無法理解所聽到的內容,則任何形式的筆記都是毫無意義的。 | zh_TW |
dc.description.abstract | After the College Entrance Examination Center introduced the Test of English Listening Comprehension (TELC) in 2012, more attention has been given to listening strategy instruction in senior high schools. Although previous studies have explored the benefits of various listening strategies, few studies have looked into the effect of conference interpreting strategies on listening comprehension tests. The consecutive interpreting notes commonly used in interpreting teaching are an important tool that assist interpreters in listening to and remembering the source speech, but whether consecutive interpreting note-taking can be applied to high school English listening comprehension tests remains unknown.
This study thus attempted to fill the research gap by exploring the effects of consecutive interpreting note-taking on the Test of English Listening Comprehension. The materials for this study included a pre-study questionnaire, a pre-test and a post-test, 8 listening mock tests, a post-study questionnaire, and CINT handouts. The CINT instruction designed by the researcher was based on the principles on consecutive interpreting note-taking, and the lesson procedures were drawn up using the Cognitive Academic Language Learning Approach (CALLA) proposed by Chamot et al. (1999). A total of 60 students from two intact classes in a senior high school in Taiwan were recruited for the study, and they were divided into an experimental group and a control group accordingly. Both groups received eight weeks of listening training, during which the experimental group received CINT instruction and was urged to apply the CINT skills to the TELC practice tests, whereas the control group received the same listening exposure without any instructions in note-taking. Both groups were asked to fill out the post-study questionnaires which investigated their perception of the CINT instruction. Data collected from the pre-test and post-test were analyzed statistically to determine the effectiveness of the CINT instruction, and the qualitative data from the pre-study and post-study questionnaires were also analyzed to find out how senior high school students perceived the CINT instruction. The results of the present study imply that the CINT instruction developed by the researcher failed to improve students’ performance on the Short Talk section of the TELC. Both groups scored worst on the post-test, but the difference between their impaired performances were nonetheless not significant. This could be attributed to insufficient practice during the short training course, which did not allow the participants in the experimental group to achieve meaningful levels of competency in CINT, or even resulted in poor effort distribution that disrupted listening. Another plausible reason is that the nature of the TELC short talk rendered CINT superfluous, as the talks were not long enough to cause cognitive overload in the first place. However, the participants in the experimental group generally held a positive attitude toward CINT. The study has arrived at two pedagogical implications. Firstly, CINT may be helpful in terms of improving concentration, memory, and efficiency, but rigorous practice is needed to overcome the difficulties encountered at the initial stages of acquisition. Secondly, linguistic abilities are still a prerequisite in effective listening comprehension. Without basic understanding of the aural input, any form of note-taking would be pointless. | en |
dc.description.provenance | Made available in DSpace on 2021-06-17T07:00:11Z (GMT). No. of bitstreams: 1 ntu-108-R03147009-1.pdf: 3434321 bytes, checksum: 851855f78539757f8a6b4609dd287448 (MD5) Previous issue date: 2019 | en |
dc.description.tableofcontents | Table of Contents
謝詞 i 中文摘要 ii Abstract iv List of Figures ix List of Tables x Chapter 1 Introduction 1 1.1 Background of the Study 1 1.2 Purpose of the Study 3 Chapter 2 Literature Review 6 2.1 Listening Instruction in Taiwan 6 2.2 Listening Strategies 11 2.3 Note-taking 13 2.4 Consecutive Interpreting Note-taking (CINT) 26 2.5 Research Questions 20 Chapter 3 Method 22 3.1 Research Design 22 3.2 Participants 23 3.3 Instruments 23 Pre-study Questionnaire 24 Pre-test and Post-test 24 Listening Mock Tests 25 Post-study Questionnaire 26 3.4 CINT Teaching Procedure 27 3.5 CINT Teaching Materials: TELC Note-taking Handouts 30 3.6 Data Collection Procedure 33 3.7 Data Analysis 40 Chapter 4 42 4.1 Results of the Pre-study Questionnaire 42 4.2 Reliability of the Pre-test and Post-test 51 4.3 Results of the Pre-test 51 4.4 Results of the Post-test 52 4.5 Results of the Post-study Questionnaires 56 4.5.1 Data Analysis 56 4.5.2 Data Analysis 65 4.5.3 Data Analysis 67 4.6 Comparison of Participants’ Notes 72 4.7 Summary of the Results 80 Chapter 5 82 5.1 Students’ Listening Struggles 82 5.2 Interpretation of the Qualitative and Quantitative Results of the Study 84 5.3 Comparison with Hsiao’s (2012) Findings 88 5.4 Pedagogical Implications 89 5.5 Conclusion 92 5.6 Limitations of the Study and Suggestions for Future Research 93 References 95 Appendix A: Pre-study Questionnaire 102 Appendix B: Transcript of the Pre-test 104 Appendix C: Transcript of the Post-test 107 Appendix D: Post-study Questionnaire (Experimental Group) 110 Appendix E: Post-study Questionnaire (Control Group) 112 Appendix F: Note-taking Handout (Students’ Version) 114 Appendix G: Note-taking Handout (Teachers’ Version) 117 Appendix H: Consent Form (Chinese) 120 Appendix I: Lesson Plan (Experimental Group) 121 Appendix J: Lesson Plan (Control Group) 122 Appendix K: Responses to the Post-study Questionnaire (Experimental Group) 123 Appendix K: Responses to the Post-study Questionnaire (Control Group) 127 | |
dc.language.iso | en | |
dc.title | 口譯筆記對臺灣高中英語聽力測驗之影響 | zh_TW |
dc.title | The Effects of Consecutive Interpreting Note-taking Training on the Senior High School English Listening Test in Taiwan | en |
dc.type | Thesis | |
dc.date.schoolyear | 107-2 | |
dc.description.degree | 碩士 | |
dc.contributor.coadvisor | 吳敏嘉(Min-Chia Wu) | |
dc.contributor.oralexamcommittee | 鄧慧君,范家銘 | |
dc.subject.keyword | 逐步口譯筆記法,高中英語聽力測驗,策略教學,英語聽力,高中, | zh_TW |
dc.subject.keyword | consecutive-interpreting note-taking,Test of English Listening Comprehension (TELC),strategy-based instruction,English listening comprehension,senior high school, | en |
dc.relation.page | 130 | |
dc.identifier.doi | 10.6342/NTU201901023 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2019-08-02 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 翻譯碩士學位學程 | zh_TW |
顯示於系所單位: | 翻譯碩士學位學程 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-108-1.pdf 目前未授權公開取用 | 3.35 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。