以名詞作為關鍵字幕或重點字幕對英語學習之研究

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張宏榮(Hung-jung Chang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

以名詞作為關鍵字幕或重點字幕對英語學習之研究
(A Study of Using the Keyword or Highlighted Noun Captions for English Learning)

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摘要(中)

本研究目的乃希望得知高低學習成就者與不同字幕組對理解力方面的成效如何。利用字幕輔助學習，將高低學習成就者隨機指派至全文字幕組、關鍵字幕組和重點字幕組，搭配影片式多媒體學習對於理解力與學習態度之探討。另額外探討不同影片類型對於理解力之影響與是否適合作為學習教材。
實驗結果顯示：高學習成就者於關鍵字幕中平均分數顯著高於低學習成就者，表示其發揮了「聽」的理解技能。其他結果雖不顯著，但可從平均分數中得知高學習成就者於重點字幕得分高於關鍵字幕，關鍵字幕得分又高於全文字幕，表示重點字幕發揮其預期效用。而低學習成就者則適合輔以全文字幕和重點字幕這類文字資訊較多的字幕。

摘要(英)

The primary goal of this study was to determine whether technological enhancements to captioning would benefit students with high learning disabilities and low disabilities. All students were assigned three captioning levels: full text captions, keyword captions, or highlighted captions. An evaluation was conducted of the effects of using videos enhanced by captioning on comprehension and the secondary effects of different type of videos on comprehension and preference.
The results of the experiment found that high learning disabilities students’ comprehension scores were significantly higher than those of low learning disabilities students, means it is to bring listening skill into full play. However, a post-hoc analysis revealed no significant difference between the means of the three captions group. But the highlighted captions group outperformed the keyword captions group and that the keyword caption group outperformed the keyword captions group. The positive effect of highlighted captions on comprehension, that just to conform what research expect. For low disabilities students, they well suited to assisting full text captions and highlighted captions.

關鍵字(中)

★ 注意力
★ 理解力
★ 詞性標記
★ 重點字幕
★ 關鍵字幕

關鍵字(英)

★ Attention
★ Comprehension
★ Part-of-speech(pos) Tagger
★ Highlighted Captions
★ Keyword Captions

論文目次

摘要 I
Abstract II
誌謝 III
目錄 IV
圖目錄 VI
表目錄 VII
第一章緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 研究問題 3
1.5 研究限制 4
1.6 名詞解釋 5
第二章文獻探討 6
2.1 影片式學習相關探討 6
2.1.1 影片式字幕學習 6
2.1.2 訊息處理理論 7
2.1.3 理解過程探討 8
2.2 字幕學習相關探討 10
2.2.1 關鍵字幕於L1學習 12
2.2.2 關鍵字幕於L2學習 13
2.2.3 重點字幕 16
2.2.4 以名詞作為關鍵字幕與重點字幕 18
2.3 文獻總結探討 19
第三章系統實作 20
3.1 系統架構 20
3.1.1 影片處理區塊 20
3.1.2 字幕處理區塊 21
3.1.3 功能字幕附加處理區塊 23
3.2 系統介面 26
3.2.1 系統使用流程 27
3.2.2 系統操作介面 28
第四章實驗設計 32
4.1 實驗架構 32
4.2 研究場域與研究對象 34
4.3 實驗流程 34
4.4 實驗環境 36
4.5 研究工具 37
第五章研究結果與討論 40
5.1 字幕分組與高低分組對分類影片理解力之影響 40
5.1.1 字幕分組對電影影集類理解力之單純主要效果 41
5.1.2 高低分組對電影影集類理解之單純主要效果 42
5.2 字幕分組與高低分組對影片理解力測驗之影響 43
5.3 問卷結果分析 48
5.3.1 學生英語學習背景與學習情況問卷分析結果 48
5.3.2 整體系統評量問卷分析結果 53
5.4 討論 59
第六章結論 63
6.1 結論 63
6.2 研究貢獻 64
6.3 未來工作 65
參考文獻 66
附錄 71
附錄一 The Penn Treebank POS Tagset 71
附錄二影片式語料庫內容詳細資料表 72
附錄三理解力測驗 73
附錄四學生英語聽力學習態度問卷調查表 81
附錄五整體系統評量問卷調查表 84

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指導教授

楊接期(Jie-chi Yang)

審核日期

2010-7-31

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