本研究主旨在探討字彙教學與問題提示對小學生聽力之影響， 並使用故事與會話兩種聽力方式， 比較其間之差異， 接著找出學生之興趣與學習動機對其聽力學習的影響。本研究中學生英語聽力的程度， 是由GEPT 的初級檢定考試的聽力分數來決定。此研究的樣本為七十七位五年級的小學生隨機抽樣而來， 測試方式是使用聽CD 後回答五個選擇題。而研究結果如下述：
1. 使用字彙教學對學生之聽力學習有較好的幫助， 而問題提示對學生之聽力學習亦有幫助，但不如字彙教學的效果。
2. 問卷結果顯示， 學生認為預先學習字彙比問題提示， 對於聽力學習較有幫助。
3. 在使用相同的教學方式下，學生聽故事比聽會話的聽力學習成果為佳。
4. 根據問卷統計， 與會話方式來比， 學生較喜歡選擇聽故事來作聽力練習。
　　總而言之，英文老師要做聽力測驗時，應該考慮學生英語的程度，再尋找適合學生英語程度的文章。而聽力練習前，應先教導學生一些聽力的技巧，學生才能夠找出一套自己的學習方式。因此老師如果可以選擇適當的文章並教導技巧生才能從聽力學習中得到較有效的幫助。

　　The purpose of the study is to find out the effects of vocabulary and question type instruction on listening comprehension of EFL elementary students. The study investigates possible relations between texts type and listening comprehension. The study also investigates the motivation and the interest of young EFL listeners. The
study further explores whether text type, listening comprehension and motivation were correlated via feedback questionnaires. The sample consisted of 77 elementary school
students, the proficiency test in the study was determined by students' listening scores of Elementary Level of the GEPT. Students were randomly selected from the fifth grade classes. The measure of the EFL students' listening comprehension was through the worksheets in the listening sessions. The data consisted of five multiple choices
questions gathered for each session. The findings of this study are summarized as follows:
1. The use of vocabulary was most beneficial to students in listening comprehension.
The use of question type was beneficial to some degree but not as much as
vocabulary.
2. Students had positive response toward pre-listening vocabulary teaching and
pre-viewing of questions.
3. Students performed better using stories as listening material; the scores were in
general higher on stories when using the same strategy on the two text types (story
and conversation).
4. The feedback questionnaire suggests that students preferred stories when compared
with conversations as listening text in comparison with conversations.
　　In conclusion, it is suggested that EFL teachers should take their students' proficiency level into consideration. The choice of text and students’ proficiency level must be in balance in order to have efficient listening comprehension practices. Furthermore, listening comprehensions should also include strategies that can help students develop their own set of skills for further improvement. If teachers can choose the right material according to students’ proficiency level and use adequate strategies, students can benefit greatly from listening practices, and thus improve their English proficiency.

Bacon, S. M. (1989). Listening for real in the foreign language classroom. Foreign Language Annuals, 22,543-51.
Bacon, S. M. (1992). Phases of listening to authentic input in Spanish: A Descriptive Study. Foreign Language Annals, 25(4),331-329.
Barker, L. L. (1971). Listening behavior. Englewood Cliffs, NJ: Prince-Hall.
Bowen, J. D., Madsen, H., & Hilferty, A. (1985). TESOL techniques and procedures. Newbury House Publishers.
Brindley, G. P. (1982). Listening proficiency descriptions. Sydney: Adult Migrant Education service.
Brown, H. D. (2001). Teaching by principles: An interactive Approach to Language Pedagogy. Foreign Language Teaching and Research Press
Brown, J. I. (1949). Why not teach listening? School and Society, LXIX, 113-116.
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
Brown, G., & Yule, G. (1999). Teaching the spoken language. Cambridge: Cambridge University Press.
Buck, G. (2001). Assessing Listening. Cambridge University Press.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Chang, H. F (張惠芳) (2003). Listening strategy use of high- and low level technology college students. Selected papers from the twelfth international symposium on English teaching, 164-172. Taipei, Taiwan: Crane.
Chiang, Y. R. (蔣佑仁) (2000). A study of the effect of various approaches to vocabulary presentation on the listening comprehension of university students in Taiwan. MA. Thesis, National Chin-hua University.
Chien, C. N. (錢景甯) (1999). A study on the factors contributing to the understanding of spoken language in an EFL context. Chung Yuan Journal, 27(2), 85-93.
Cohen, A. (1984). On taking language tests: What the students report. Language Testing, 1,70-81.
Hsiung, W. L. (熊文龍) (2002). An analysis on listening comprehension difficulties in junior high school students. MA. Thesis, National Kaohsiung Normal University.
Hurd , D. R. (1994) Studies in English language and literature proceedings of the first symposium on studies in English language and literature Vol. 3.93-110. National Chunghua University of Education.
Ji, L. Z. (2003). Listening activities for effective top-down processing. The Internet TESL Journal, Vol.IX, No,11.
Jones, L. C.,& Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal,(86),546-560.
Lin, S. H. (林淑華) (2000). A study of English listening comprehension strategies used by senior high school students in Taiwan. MA. Thesis, National Kaohsiung Normal University.
Lin, Y. J. (林宜如) (2002). Study on the effect of applying authentic material as listening comprehension supplements for EFL senior high school students. MA. Thesis, National Chengchi University.
Ling, Y. L. (凌玉玲) (2003). Repetition as means of measuring EFL listening comprehension. MA. Thesis, National Kaohsiung Normal University.
Laufer, B. and J, Hulstijn. (2001). Incidental vocabulary acquisition in a second language: the constract of task-induced involment. Applied Linguistics, 22(1). 1-26.
Neufeld, G. G. (1979). Toward a theory of language learning ability. Language Learning, 29,227-241.
Newton, J. (2001). Options for vocabulary learning through communication task. ELJ Journal,55(1),30-37.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Ou, H. C. (1996) The effectiveness of teaching English listening comprehension. Studies in English and Literature,1,30-39.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle &Heinle.
Palmberg, R. (1987). Patterns of vocabulary development in foreign-language learners. Studies in Second Language Acquisition,9,201-220.
Powers, D. E. (1986). Academic demands related to listening skills. Language Testing, 3, 1-38.
Rivers, W. M. Communicating naturally in a second language: Theory and practice in language teaching (Cambridge: Cambridge Univ. Press, 1983), p 19.
Rost, M. (1990). Listening in language learning. New York: Longman.
Rubin, J. (1994). A review of second language listening comprehension research. The
Modern Language Journal , (78),199-221.
Schmidt-Rinehart, B. (1992). The effect of topic familiarity on the listening comprehension of university students of Spanish. Diss., Ohio State Univesity.
Sherman, J. (1997) the effect of question preview in listening comprehension tests. Language Testing, 14(2),185-213.
Sittler, C. R. (1975). English teaching form. Washington, D.C. :/Information Center Service, United States. Vol.18, no. 1
Skehan, P. (1996). A framework for the implementation of task-based instructions. Applied Linguistics, 17(1),38-62.
Su, S. W. (2003) The effects of text types on listening comprehension. Selected papers from the twelfth international symposium on English teaching, 511-520. Taipei, Taiwan: Crane.
Sun, K. C. (2002). Investigation of English Listening Difficulties of Taiwan Students. Selected Papers from the Eleventh International Symposium on English Teaching/Fourth Pan-Asia Conference, 518-525. Taipei, Taiwan: Crane.
Ur, P. (1984). Teaching listening comprehension. New York: Cambridge University Press.
Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(4): 73-8
Wolff, D. (1987). Some assumptions about second language text comprehension. Studies in Second language Acquisition, 9, 307-326
Wenden, A. L. (1991). Learner strategies for learner autonomy. Prentice Hall International.
Yang, Y. J. (2002). A case study of the effect of text difficulty and topic familiarity on EFL listening comprehension. Taiwan MA. Thesis, National Cheng Kung University.