以圖形化註記英語發音縮減特徵為關鍵字幕對英語學習之研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：103

、訪客IP：18.224.31.218

姓名

劉佳芬(Jia-Fen Liu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

以圖形化註記英語發音縮減特徵為關鍵字幕對英語學習之研究
(Effects of Using Reduced-Form Keyword Caption with Graphical Annotation on English Learning)

相關論文

★ Using Digital Board Game to Enhance Student Engagementin Learning	★ 從人因與互動行為模式的觀點探討數位遊戲式學習輔助能源知識
★ 探討認知風格於數位遊戲式英語學習環境對遊戲行為與學習成效之影響	★ 由空間能力探討遊戲式英語學習如何影響學習者之遊戲行為和遊戲表現
★ 探討先備知識及學習風格在角色扮演遊戲中對英語字彙習得成效與行為模式之影響	★ 從全面性的角度探討先備知識對同儕互評中受評與評分之影響
★ 從認知風格的角度探討同儕互評分組對遊戲製作與評量之影響	★ 探討創作媒介、個別差異、範例式教學及創作模式對九年級學生音樂創作的學習動機及成效之影響
★ 探討個別差異與回饋形式在數位遊戲式學習系統中對學習動機、學習成效與遊戲表現之影響：以九年級國文學習為例	★ 探討趨向表現目標與逃避表現目標對於學習成效與表現目標採取之影響－以數位遊戲式英語字彙為例
★ 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例	★ 探討認知風格及遊戲心流對英語字彙學習成效、遊戲成效與自我效能之影響—以多人線上角色扮演遊戲為例
★ 從認知風格的角度探討同儕互評對遊戲式學習系統製作與評量之影響	★ 電腦輔助教師回饋於外語寫作情境之研究：成果與觀感
★ 探討英語閱讀遊戲對印尼高中英語學習者的影響	★ 製作者與評量者之認知風格匹配與不匹配對遊戲人機介面與教學影片製作與評量的影響

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

英文聽力的理解為英語口語溝通中的重要技能。正規的英語聽力在教學上多以緩慢且清楚地發音為主，導致許多學習者因不熟悉口說英文的特性─口語發音縮減特徵，而出現聽力上的困難。熟習口語發音縮減特徵的方法為沉浸在真實地口說英語的學習環境，而影片提供的豐富的視覺與聽覺訊息，為不錯的學習方式。然而，在影片式全文字幕輔助聽力理解時，學習者會著重於字幕的閱讀上，而忽略聽力。有鑑於此，本研究提出以口語發音縮減特徵作為關鍵字幕，吸引學習者特別注意口語發音縮減特徵發生的部分。但是，因口語發音縮減特徵有連音、變音、弱化音、消音等四種特徵，為使學習者易於區別出四種特徵，本研究使用圖形化的註記符號，進行四種特徵的註記並標示於關鍵字幕上。探討本研究所提出的關鍵字幕符號註記對於輔助聽力理解的成效。
本研究設計一字幕輔助聽力理解之實驗，主要探討全文字幕、關鍵字幕與關鍵字幕符號註記，對於輔助聽力理解之學習成效，以及使用者對該系統的意見、滿意度、英語聽力學習態度。經由自編口語發音縮減特徵測驗結果分析、問卷結果分析，實驗結果證實，以口語發音縮減特徵為關鍵字幕，並輔以圖形化的符號註記字幕方式，比起全文字幕更能輔助口語發音縮減特徵的聽力理解。不過，三組字幕組在使用過系統之後，皆能在口語發音縮減特徵的聽力測驗上達到進步的狀態。另外，在不同測驗題型的學習成效上，關鍵字幕符號註記組在聽選劃記的題型上較關鍵字幕組顯著，顯示關鍵字幕符號註記組在判斷口語發音縮減特徵的發生特徵類型的判斷上，有提昇的現象。受詴者在問卷方面，也給予系統正向的滿意度。
最後，本研究透過開放式問卷，整理出使用者對系統的改善建議，其中包含了影片內容豐富度和使用者控制項的改善、以及應考慮加入的新功能，以對日後英語聽力學習有更好的輔助學習效果。

摘要(英)

English listening comprehension is an important skill for communication. At formal English, teacher usually speak slowly and clearly in English listening instruction, and reduced forms--the phonological simplification or variations often found in Spoken English--are lost in classroom. The learners usually aren’t familiar with reduced forms. The unfamiliarity with reduced forms is one of the main factors that results in listening difficult. To promote the awareness of reduced forms, exposing learners to reduced forms with authentic listening environment are general suggestion. Therefore, the study proposed a film-based reduced forms listening comprehension system for assisting listening comprehension.
The research designed the captions needed in the experiment and mainly probes
into the full text caption, using reduced forms as the keyword captions, and keyword captions added graphical annotation to observe the different effects they have on listening comprehension.
Through the analysis of the results of using the methods of a self-edited reduced forms listening comprehension test, analysis of survey results, the experiment outcome verifies that, this research has found out that using reduced forms as the keyword captions, and added graphical annotation is effective in assisting listening comprehension. After the three groups using the system, they all progressive on listening test of reduced forms.
In another question, using different types of question in the experiment, it was found that with different types of question, using reduced forms as the keyword captions, and added graphical annotation group is performed better than just using reduced forms as the keyword captions group at the listen to the election and underlining type of question.
From the results of survey analysis, we gained the suggestions about how to improve the system, and the experimental group subjects showed the positive attitude in system satisfaction. They also approve the effects of the system in many aspects of their listening.

關鍵字(中)

★ 聽力理解
★ 圖形化註記
★ 影片式學習
★ 關鍵字幕
★ 口語發音縮減特徵

關鍵字(英)

★ Graphical Annotation
★ Listening Comprehension
★ Film-based Learning
★ Keyword Captions
★ Reduced Forms

論文目次

摘要 I
Abstract II
誌謝 IV
目錄 VI
圖目錄 IX
表目錄 XI
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 4
1.4 研究限制 4
1.5 名詞解釋 5
第二章文獻探討 6
2.1 聽力理解的過程 6
2.2 多媒體輔助英語聽力理解 10
2.2.1 多媒體與聽力理解 10
2.2.2 多媒體輔助英語聽力理解的優點 11
2.3 口語發音縮減特徵(Reduced Forms) 13
2.3.1 口語發音縮減特徵的定義 13
2.3.2 口語發音縮減特徵造成聽力困難的原因 14
2.4 關鍵字幕的重要性(Keyword Captions) 16
2.4.1 字幕對於聽力理解 16
2.4.2 關鍵字幕對於聽力理解 17
2.5 圖形化註記(Graphical Annotation) 18
2.5.1 註記符號(Annotation) 18
2.5.2 圖形化註記(Graphical Annotation) 19
2.6 文獻探討總結 21
第三章系統實作 22
3.1 系統架構 22
3.1.1 SVM訓練模組 23
3.1.2 影片匯入與字幕處理 28
3.1.3 特徵判別模組 28
3.1.4 特徵註記模組 29
3.1.5 口語發音縮減特徵關鍵字幕檔的處理 31
3.1.6 教學模組 32
3.1.7 符號註記模組 32
3.2 系統介面及功能 34
3.2.1 系統使用流程圖 34
3.2.2 課程播放介面 35
3.2.3 口語發音縮減特徵影片播放介面 36
3.2.4 問卷介面 38
第四章實驗設計 40
4.1 實驗目的 40
4.2 實驗背景 40
4.3 實驗流程與架構 41
4.4 研究工具 45
4.4.1 口語發音縮減特徵測驗試題 45
第五章結果與討論 49
5.1 測驗結果分析 49
5.1.1 組內口語發音縮減特徵前後測成績 49
5.1.2 組間口語發音縮減特徵前後測成績 51
5.1.3 組間口語發音縮減特徵不同題型的前後測成績 54
5.2 問卷調查結果分析 61
5.2.1 量表的效度分析 61
5.2.2 相關分析 64
5.2.2.1 整體系統評量問卷與英語聽力學習態度問卷的相關 64
5.2.2.2 後測成績與英語聽力學習態度的相關 65
5.2.2.3 後測成績與整體系統評量的相關 66
5.3 開放式問卷 67
5.4 討論 73
5.4.1 不同字幕對於口語發音縮減特徵輔助學習的成效 73
5.4.2 問卷與測驗成績的相關討論 74
5.4.3 其他問題討論 75
第六章結論與未來工作 77
6.1 結論 77
6.2 研究貢獻 78
6.3 未來工作 78
參考文獻 80
附錄一學生英語學習背景調查 91
附錄二整體系統評量問卷 93
附錄三學生英語聽力學習態度問卷調查表 96

參考文獻

中文部分
Tim Stone（2008）。112要訣！突破英聽力盲點。台灣：笛藤出版圖書有限公司。
王復國（2008）。連音消音i不怕。臺北市：貝塔出版有限公司。
江惠蓮（1994）。如何用電影來教學：以「清秀佳人」為例。英語教學，18(4)，55-69。
佛特（2003）。英語連音說得溜。(陳美如、羅慕謙譯)。台灣：寂天。
陳定邦（1994）。電視字卡功能與呈現型式之探討。隔空教育論叢，11，279-329。
陳原（2001）。語言與社會生活。臺北市：臺灣商務。
陳守賢 (2001)。建構易用線上註記平台。中原大學資訊管理研究所碩士論文，
未出版，桃園。
教育部（2003）。國民中小學英語基本字彙。台灣：教育部。
張嘉玲(2009)。以詞性作為關鍵字幕對聽力理解的影響之研究。國立中央大學網路學習科技研究所碩士論文，未出版，桃園。
黃崇術（1991）。Two major difficulties Chinese students encounter in the process of
English listening comprehension。英語教學，15(3)，39-45。
黃巧妮（2005）。電腦多媒體訊息設計對國小學童英語聽力理解之影響。國立臺
南大學教育經營與管理研究所已出版之碩士論文，台南。
黃寶仙（2007）。電腦輔助語音縮減教學對提升整體英語聽力理解之研究。國立台北教育大學教育傳播與科技研究所碩士論文，未出版，台北。
黃寶仙、錢正之(2007年6月)。電腦輔助於英語聽力學習教材之設計。數位科技與創新管理研討會，華梵大學。
葉潔宇（2000）。英語聽力教學。英語教學，25(1)，90-98。
趙御筌（2005）。說出好聽力。台灣：笛藤出版圖書有限公司。
鍾靜怡(2008)。建置影片式英語口語發音縮減特徵學習系統輔助英文聽力學習。國立中央大學網路學習科技研究所碩士論文，未出版，桃園。
羅家珍（2004）。DVD電影教學對大一學生聽力學習的成效探討。國立清華大學外國語文學系研究所已出版之碩士論文，新竹。

英文部分
Allan, M. (1985). Teaching English with video. New York: Longman.
Anderson, J. R. (1990). Cognitive psychology and its implications (3rd ed.). New York: Freeman.
Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: Freeman.
Baltova, I. (1994). The impact of video on the comprehension skills of core French
students. The Canadian Modern Language Review, 50, 3, 507-532.
Baltova, I. (1999). The effect of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Unpublished doc-toral dissertation, University of Toronto, Canada.
Baltova, I. (2000). The effect of subtitled and staged video input on the learning and
retention of content and vocabulary in a second language. University of
Toronto.
Brett, P. (1998). Using multimedia: A descriptive investigation of incidental language
learning. Computer Assisted Language Learning, 11(2), 179-200.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A.. (1980).
Teaching English as A foreign language(2nd ed.). London: Routledge.
Brown, A.L, &Smiley, S.S. (1978). The development of strategies for studying texts.
Child Development, 48, 1-8.
Bowen, J. D. (1975). Pattern of English pronunciation. Rowley, Mass.: Newbury House.
Boser, B. E., Guyon, I. M., & Vapnik, V. N. (1992). A training algorithm for optimal
margin classifiers. Paper presented at the 5th Annual ACM Workshop on COLT,
Pittsburgh, PA. 144-152.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Jounral, 38(1), 34-38.
Brown, G. (1977). Listening to spoken English. London: Longman.
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, G. (1990). Listening to Spoken English (2nd ed.). London: Longman.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language
pedagogy. Prentice Hall Regents.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Pearson Education.
Brown, J. D., & Hilferty, A. (1986). The effective of teaching reduced forms of listening comprehension. RELC Journal, 17(2), 59-70.
Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Byrnes, H. (1984). The role of listening comprehension: a theoretical base. Foreign
Language Annals, 17(4), 317-329.
Carlson, H. L. (1990). Learning style and program design in interactive multimedia. Educational Technology Research and Development, 39(3), 41-48.
The CMU phoneme set. Retrieved 6/25, 2008, from http://www.speech.cs.cmu.edu/cgi-bin/cmudict#phones
The CMU pronouncing dictionary. Retrieved 6/25, 2010, from http://www.speech.cs.cmu.edu/cgi-bin/cmudict?in=hello&stress=-s
The CMU LOGIOS Lexicon Tool. Retrieved 6/25, 2010, from http://www.speech.cs.cmu.edu/tools/lextool.html
Cook, A. American accent training: a guide to speaking and pronouncing American English for everyone who speaks English as a second language (2nd ed.). The United States of America: Barron's Educational Series.
Celce-Murcia,M., Brinton, D.M. & Goodwin, J.M. (1996). Teaching pronunciation: A
Reference for Teachers of English to Speakers of Other Languages.
Cambridge:Cambridge University Press.
Chen, H. M., & Cheng, S. H. (2007). An investigation on the listening difficulties of technical college students in Taiwan. Journal of China Institute of Technology, 36, 335-361.
Clark, H. H., & Clark, E. V. (1977). Psychology and language : An introduction to psycholinguistics. New York: Harcourt Brace Jovanovich.
Chiang, H.L. (1996). Students introducing their favorite English movies. Papers from The 12th Conference on English Teaching and Learning in Republic of China, 154-176. Taipei: The Crane Publishing Co., Ltd.
Chung, U. K. (1994). The effect of audio, a single picture, multiple pictures, or video on second-language listening comprehension. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
Crystal, D. (1997). A dictionary of linguistics and phonetics (4th ed.). Cambridge,
MA: Blackwell Publishers, Inc.
Dalgarno, B. & Hedberg, J. (2001). 3D learning environments in tertiary education.
Conference Proceedings, ASCILITE’01: Meeting at the Crossroads, Melbourne, Victoria, 33-36.
Dauer, R. M. (1993). Accurate English: A complete course in pronunciation.
Englewood Cliffs, NJ: Prentice Hall Regents.
Davis, F. D. (1989) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340
De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and Speech, 26, 331-350.
Edasawa, Y., Takeuchi, O., & Nishizaki, K. (1990). Use of films in listening
comprehension practice. IALL Journal of Language Learning Technologies, 23(3), 21-34.
Edwards, S. (1999). Speaking and listening for all. London : D. Fulton Publishers.
Fan, Y. (1993). Listening: problems and solutions. English Teaching Forum, 31(2), 16-21.
Field, J. (2003). Promoting perception: lexical segmentation in L2 listening. ELT
Jounral, 57(4), 325-334.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, Ontario: Edward Arnold.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced
foreign language learning. Foreign Language Annals, 24(3), 239-258.
Gee, J.P. (2004). Situated language and learning: A Critique of traditional schooling. London: Routledge.
Grant, L. (1993). Well said. Boston: Heinle & Heinle Publishers.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on
learner comprehension. Calico journal, 15, 89-108.
Hagen, S. A. (1956). Sound advice: a basis for listening. Englewood Cliffs, N.J: Prentice Hall Regents.
Hagen, S. A., & Grogan, P. E. (1992). Sound advantage : a pronunciation book (1st ed.). Englewood Cliffs, N.J.: Pretice Hall Regents.
Henrichsen, L. E. (1984). Sandhi-variation: A filter of input for learners of ESL.
Language Learning, 34, 103-126.
Herron, C., M. Morris, T. Secules and L. Curtis (1995): “A comparison study of the effects of video-based versus text-based instruction in the FL Classroom,” French Review 68, pp. 775-795.
Hew, S. & Ohki, M. (2001). A study on the effectiveness and usefulness of animated graphical annotation in Japanese CALL. ReCall, 13 (2), 245-260.
Hidi, S., and Anderson,V. (1986). Producing Writing Summaries: Task Demands,
Cognitive Operations, and Implications for Instruction. Review of Educational
Research, 56(4), 473-493.
Ito, Y. (2001). Effect of reduced forms on ESL learners’ input-intake process. Second
Language Studies, 20(1), 99-124.
Jones Vogely, A. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31 (1), 67-80.
Jones, L., & Plass, J. (2002). Supporting listening comprehension with multimedia an-notations. The Modern Language Journal, 86 (4), 546-561.
Kaiser, H. F. (1974). An Index of Factorial Simplicity. Psychometrika 39, 31-36.
Kaufmann, H., Schmalstieg, D. & Wagner, M. (2000). Construct3D: A virtual reality
application for mathematics and geometry education. Education and Information Technologies, 5(4), 263-276.
Kintsch, W. & Van Dijk, T.A. (1978). Toward a model of text comprehension and production. Psychological Review, 85 (5), 363-394.
King, J. (2002). Using DVD Feature Films in the EFL Classroom. Computer Assisted Language Learning, 15(5), 509-523.
Koskinen, P. S., et. al. (1993). Captioned video and vocabulary learning: An innovative practice in literacy instruction. The Reading Teacher, 47(1), 36-43.
Krashen, S. D. (1987). Author principles and practice in second language
acquisition/Stephen D. krashen. Englewood Cliffs, NJ: Prentice-Hall
International.
Larson, J., & Bush, C. (1992). Montevidisco [Computer software]. Provo, UT: Brigham Young University.
Leloup, J. W., & Ponterio, R. (2003). Foreign language study and the brain. Language, Learning & Technology, 7(1), 2-3.
Lonergan, J. (1984). Video in Language Teaching. NY: Cambridge University Press
Lonergan, J. (1989). Video in language teaching (4th edition). NY: Cambridge University Press.
Markham, P. (1999). Captioned videotapes and second-language listening word
recognition. Foreign Language Annals, 32(3), 321-328
Markham, P. L. (1989). The effects of captioned television videotapes on the listening
comprehension of beginning, intermediate, and advanced ESL students.
Educational Technology, 29(10), 38-41.
Marshall, C. C. (1997). Annotation: From Paper Books to the Digital Library. Paper
presented at the Proceedings of the Second ACM Conference on Digital Libraries, July 23-26.
Mayer, R. E., & Moreno, R.(2003). Nine ways to reduce cognitive load in multimedia
learning. Educational psychologist, 38(1), 43-52.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening,
and pronunciation. TESOL Quarterly, 25(1), 51-74
Norris, R. W. (1995). Teaching reduced forms: putting the horse before the cart.
English Teaching Forum, 33, 47-50.
O'Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
Orion, G. F. (1997). Pronouncing American English: sounds, stress and intonation. Pacific Grove, CA Boston, Mass: Heinle & Heinle Publishers.
Otto, S., & Pusack, J. (1992). Listening Tool [Computer software]. Iowa City, IA: PICS.
Ou, H. C. (1996). The effectiveness of teaching English listening comprehension.
Studies in English Language and Literature, 1, 30-39.
Ovsiannikov, I.A., Arbib, M.A. ,& Mcneill, T. H.(1999). Annotation Technology. International Journal of Human-Computer Studies, 50, pp. 329-362.
Pennington, M. C., & Richards, J. C. (1986). Pronunciation revisited. TESOL Quarterly, 20(2), 207-225.
Purdy, M. (1996). The limits to human contact: How communication technology mediates relationships. Paper presented to the International Listening Association.
Prator, C.H. & Robinett, B.W. (1972). Manual of American English Pronunciation (4th ed.). Holt EFL/ESL Advanced.
Reese, S. D. (1983). Improving audience learning from television news through
between-channel redundancy. Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication. ERIC document reproduction service No. ED229 777.
Richards, J. C. (1983). Listening comprehension: approach, design, procedure.
TESOL Quarterly, 17(2), 219-240.
Rivers, W. M. (1966). Listening comprehension. Modern Language Journal, 196-204.
Rivers, W. M. (1976). The natural and the normal in language learning. In H. D. Brown, ed. Papers in Second Language Acquisition. Language Learning, Special Issue No 4.
Rivers, W. M. (1981). Teaching foreign language skills (2nd ed.). Chicago, IL: The University of Chicago Press.
Rosa, M. (2002). Don’t cha know? A survey of ESL teachers’ perspectives on
reduced forms instruction. Second Language Studies, 21(1), 49-78.
Rubin, J. (1990). Improving foreign language listening comprehension. Georgetown University Round Table. Washington, DC: Georgetown University Press.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78, 199-221.
Ryan, S., & Francais, A. (1998). Using films to develop learner motivation. The Internet TESL Journal, 4(11).
Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist, 18 (1), 42-50.
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85, 39-56.
Secules, T., Herron, C., & Tomasello, M. (1992). The Effect of Video Context on Foreign Language Learning. The Modern Language Journal, 76(4), 480-490.
Seo, K. (2002). Research note: The effect of visuals on listening comprehension: A
study of Japanese’ listening strategies. International Journal of Listening, 16, 57-82.
Sheeler, W. D., & Markley, R. W. (1991). Sound and rhythm: A pronunciation course
(2nd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Thompson, I., & Rubin, J.(1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29, pp.331-342.
Tremblay, R., Duplantie, M., & Huot, D. (1990). National Core French Study: The communicative/experiential syllabus. Winnipeg: CASLT.
Tsai, B.Y. (2005). The relationship between receptive English vocabulary sizes and listening comprehension competence of college EFL students. Unpublished master’s thesis, department of English National Kaohsiung Normal University, Kaohsiung, Taiwan.
Tyan, N. C. (1995). Effects of translation methods in imported instructional video
rograms on Taiwan fourth graders’ memory. AECT-INCITE 95 conference.
Underwood, M(1989). Teaching Listening. London: Longman.
Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University
Press.
Weinstein, N. J. (2001). Whaddaya say? : Guided practice in relaxed speech (2nd ed.). White Plains, NY: Longman.
Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical
problems in watching television programmes with uni-lingual (CEEFAX)
sub-titles. System, 18(2), 221-234.
Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening
comprehension with spanish young learners of english. Language Learning and
Technology, 11(1), 87-101.
Wu, Y. C., Lee, Y. S., &Yang, J. C. (2008). Robust and efficient multiclass SVM models for phrase pattern recognition. Pattern Recognition, 41(9), 2874-2889. [SCI, EI].
Yang-dong, W. & S. Cai-fen. (2007). Tentative model of integrating authentic
captioned video to facilitate ESL learning. PLA University of Foreign Languages, 4(9), (Serial no. 45).

指導教授

楊接期(Jie Chi Yang)

審核日期

2010-8-9

推文