進一步探討以電影片段作為英語聽力訓練教材對學生學習意願和學習成就的影響

Impacts of Using Movie Fragments for Practicing English Listening Comprehension- A Further Exploration

王家威(Chia-Wei Wang)

指導教授 ： 夏延德

中原大學/電機資訊學院/資訊工程研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700624

摘要

在前人的研究中，使用電影作為英語聽力訓練教材和傳統「大家說英語」、「空中英語教室」在三週訓練下，學生的學習動機、學習興趣有顯著的提升，但在學習成就上沒有差異。前人在未來展望時提出了在十二週的訓練下，學習成就可能會有顯著提升。因此本研究採取和前人相似的實驗方法，但是全為實驗組─以電影作為英語聽力訓練教材，且在訓練的部分延長至十二週，來探討十二週的以電影作為英語聽力訓練教材在學習成就、學習動機、學習興趣、英語聽力信心和英語聽力意願上的影響。
實驗結果指出在十二週的以電影作為英語聽力訓練教材的訓練下，學生的學習成就、學習動機、學習興趣、英語聽力信心和在無字幕下的英語聽力意願有顯著的提升，若依照前測把學生分為學習成就高、中、低，學習成就中和低的學生在學習成就方面有顯著的提升，學習成就高的則沒有。

關鍵字

聽力理解 ； 多媒體教學 ； 電影片段 ； 語言學習策略

並列摘要

A previous research demonstrated the following: (1) the use of movie fragments for training in English listening comprehension is better than the often-used television programs such as Let’s talk in English and Studio classroom; (2) in particular, the use of movie fragments for training in English listening comprehension can help to significantly improve learner motivation and learner interest. To have a significant improvement in learning achievement, however, it was conjectured that a twelve-week training (in using movie fragments to help learners improve their English comprehension ability) may be needed.
The purpose of this research was to verify the above-mentioned conjecture. Participants of a related education experiment went through twelve weeks of training in English listening comprehension. Due to practical limitations, this twelve-week training was separated into three training periods. In all, there were sixty film fragments, most of which were from English movies. For each weekday of a training week, the subjects had to complete the task of watching one film fragment and answering its associated multiple-choice type tests.
It is found that a twelve-week training (in using movie fragments to help learners improve their English comprehension ability) can indeed help learners to significantly improve their English comprehension ability. However, this is just for those learners with lower or medium English comprehension abilities (i.e., it cannot help those with higher English comprehension abilities to improve). Moreover, the training can only help learners to better understand verbal descriptions of pictures; it cannot help learners to better understand conversations that occur without any visual hint.

並列關鍵字

Listening comprehension ； multimedia learning ； movie fragment ； language learning strategies

參考文獻

1. 陶奎量 (2016) 兩種英語聽力訓練方式的比較

1. R. L. Oxford (1990). Language learning strategies. na.

2. M. Canale, and M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

3. T. M. Segler, H. Pain, and A. Sorace (2002). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning, 15(4), 409-422.

4. R. L. Oxford, and M. E. Ehrman (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.