Abstract
Listening is an active and complex process, and is considered to be a critical component in acquiring a new language. The present study investigated the effects of two distinct pre-listening activities: activating background knowledge through the use of a Mind Map and pre-teaching vocabulary. Two freshmen English classes with a total of forty-five Taiwanese English major undergraduates took part in the study. More specifically, the following questions sought to illuminate the importance of these distinct pre-listening approaches and their effects on EFL listening comprehension: (1) Out of two distinct pre-listening activities: Brainstorming and vocabulary instruction, does one produce higher listening comprehension accuracy scores? (2) Is the treatment effect the same across both high- and low-listening proficiency levels? (3) What are students’ perceptions of the two pre-listening activities? A TOEFL CBT practice test was administered to divide the participant base into two proficiency sub-groups: high and low. Over a seven week period, six listening comprehension tests were administered directly after a pre-listening treatment.
The results suggest that between the two distinct pre-listening activities administered, there was no significant overall effect on accuracy scores. Conversely, when each topic was separated and analyzed individually, results varied. It may be suggested that an amalgamation of both activities is acceptable and applicable within an EFL language classroom. This mixed result might also be explained by the idiosyncratic differences between the participants regarding their own reservoir of familiarity delineated by the six comprehension test topics. In regards to the second research question, significant differences were seen between the two proficiency groups in regards to the overall accuracy of scores, but no interaction was witnessed between the factor of proficiency and treatment. The findings have far-reaching pedagogical implications for educators seeking to enhance, refine, and improve listening methods imposed upon EFL learners. There is no doubt that the debate questioning which pre-listening activity procures higher comprehension scores over another will and should continue. The importance of using multiple comprehension test topics is elaborated and focused on so future studies may encompass a broader context to interpret new data. The ongoing pursuit to ascertain an answer to this debate is a clear indication that studies of this matter will only help to contribute to the global understanding of how to best support the listening performance of EFL learners.

摘要
聽力是一種主動且複雜的過程，亦被視為是習得新語言的關鍵要素。本研究探討兩種不同的聽前活動對聽力理解的影響：透過心智圖(Mind Map)來激起學習者的背景知識與聽前單字學習。受試者為四十五名台灣外語系大一學生，是為以英語為外語(EFL)的學習者。為了探討這些聽力活動的重要性與其對聽力理解的影響，本研究提出以下的研究問題：(1) 就這兩種聽前活動(即腦力激盪與單字教學)而言，哪一種會造成較佳的聽力理解？(2) 對於聽力程度不同的學習者，這兩種聽前活動是否會有不同的影響？(3) 學生如何看待這兩種聽前活動？本實驗利用托福測驗模擬試題來區分受試者的英語能力，將之區分為程度較高學習者與程度較低學習者。在七週內的時間裡，受試者接受了六次聽前活動，每次聽前活動後馬上進行聽力理解測驗。
研究顯示這兩種聽前活動，對於聽力正確性並未造成顯著的影響。然而，若將不同聽力主題個別分析，結果則有所不同。這樣的結果意味著若結合兩種聽前活動是可被接受且可行的方式，尤其是在以英語為外語的語言教室環境裡。而如此不一致的結果也可能是受到每位受試者對於這六個聽力主題熟悉度有所差異所致。至於第二個研究主題，兩組不同程度的受試者的整體正確分數有顯著差異；然而就受試者英語程度與兩種聽前活動而言，這兩個因素間並未存在互動關係。
本研究的結果為教學應用上提供了方向：教師應協助加強及改善學習者所使用的聽力方法。無疑地，對於何種聽前活動較能有效促進聽力理解仍是未解的議題。然而本研究解釋並強調了使用多種聽力主題的重要性，未來的研究可據此更進一步探討。持續而深入的研究將有助於瞭解如何更有效地協助學習者改善聽力表現。

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