| 摘要: | 英語溝通中，首重英語聽力理解。影片提供豐富的視覺與聽覺訊息，有效輔助聽力的理解，然而在影片式全文字幕輔助聽力理解時，全文字幕的文字訊息量，使學習者注意力置於字幕的文字訊息處理上，聽力訊息的解碼，因視覺訊息的干擾而忽略。有鑑於此，本研究提出以詞性作為關鍵字幕，探討本研究所提出的關鍵字幕對於輔助聽力理解的成效。 研究者設計字幕輔助聽力理解之實驗，主要探討全文字幕、名詞詞性關鍵字幕與動詞詞性關鍵字幕，對於輔助聽力理解之差異，另外探討不同類型影片對於不同字幕在輔助聽力理解的情況。實驗對象為桃園縣某私立綜合高中二年級主修英語科學生，有效樣本共100位進行實驗，經由自編影片式輔助聽力理解測驗結果分析、問卷結果分析、實驗訪談結果分析中，實驗結果證實，全文字幕的閱讀雖然能夠幫助閱讀，但文字訊息量使受試者專注於字幕的閱讀，忽略聽力的理解，因此全文字幕是無法輔助聽力理解；然而本研究找出以詞性作為關鍵字幕的名詞字幕，是有效輔助聽力理解的；動詞字幕因為文字訊息量過少，接近於無字幕狀態，因之不適合作為輔助聽力理解的字幕。另外，對於不同類型影片之自然科學類影片與人文歷史類影片作探討，發現不同類型的影片，受試者對於建構影片內容有所差異，自然科學類影片本身提供的背景知識，讓受試者易於理解，但人文歷史類影片對於無先備知識的受試者而言，傾向難以理解影片內容，自然科學類影片較適合作為探究影片式輔助聽力學習之題材。由問卷分析結果中得知，受試者對於系統滿意度、學習態度皆給予正向的反應，因此受試者在進行本實驗時有正向的自信心與動機，採用系統進行實驗時，對於操作上與系統介面皆有正面的肯定。 In English communications, listening comprehension is most important. Films provide abundant messages both for both audio and visual senses, thereby effectively helping the learners’ listening comprehension. While using full text film captions in assisting listening comprehension, the capacity of information in the full text film captions made the learners focus their attention on the handling of information processing, decoding the listening information, and the negligence of disturbance on information viewing. In light of this, this research proposes the use of part-of-speech as a keyword captions and probes the effects of the keyword captions being addressed in this research in augmenting listening comprehension. The research designed the captions needed in the experiment and mainly probes into the full text caption, using nouns and verbs as the key captions to observe the different effects they have on listening comprehension. The research also probed the use of different captions for different types of films to further assist listening comprehension. The target group of this experiment was second year students of a private senior high school in Taoyuan County who major in English, with the effective participants for the experiment numbering 100. Through the analysis of the results of using the methods of a self-edited film listening comprehension test, analysis of survey results and analysis of interview results, the experiment outcome verifies that, although the reading of full text captions is helpful for reading, the capacity of the information makes the receivers focus their attention on reading the captions and neglecting listening comprehension, hence, full text caption is unable to assist listening comprehension. However, this research has found out that using nouns part-of-speech as the keyword captions is effective in assisting listening comprehension. On the other hand, the information capacity of verb captions is excessively low, near nil, and is not suitable for use as captions in assisting listening comprehension. Conversely, using natural science film and humanity history film as different types of film in the experiment, it was found that with different types of film, the receiver has some difference towards the construction of film content. Natural science films itself provides background knowledge so it is easier for the receiver to understand. However, it is difficult for those receivers who are unknowledgeable towards humanity history films to understand the film content. Thus, natural science films are more suitable to be used as an experimental base to probe into the film method of assisting learning through listening. From the results of survey analysis, we gained the knowledge that the receivers had positive attitude towards the system’s satisfaction and learning approach, so the receivers had positive self-confidence and motivation while doing this experiment. At the same time, while using the system to do the experiment, they gave positive approval towards the operation and system interface. |
