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。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.
