dc.description.abstract | 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.
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