人人都需要 “字幕” 嗎?探討不同學習行為 如何影響字幕對英語聽力理解之效度

Captions for All?Validating the Effect of Captions on L2 Learners with Different Online Processing Profiles

關蕙芯(Kam Emily Fen)

指導教授 ： 劉宇挺

國立臺灣師範大學/文學院/英語學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DE.036.2018.A07

摘要

在多媒體學習中，字幕影片常用來訓練第二語言英語聽力。過去研究也發現字幕能協助第二語言學習者理解英語影片內容。然而，近年來有一整合分析發現，學習者不同的學習行為，會讓他們在理解字幕影片的英語內容時，受到字幕影響的程度也有所差異。此研究探討學習者的兩種學習行為—學習型態 (聽覺與視覺型)和記憶能力(高或低)—如何影響字幕對英語聽力理解之效度。84名英語學習者的結果顯示，上述兩種學習行為對字幕的效度有不同程度的影響，甚至有顯著的交互作用。此研究發現學習者的記憶能力高度影響學習型態對英語聽力理解之效果。對記憶能力較差的學習者而言，他們的學習型態對英語聽力理解並無顯著的影響；然而，對記憶能力較佳的學習者而言，觀看無字幕的影片對聽覺型的學習者而言比較合適，反之，視覺型的學習者比較適合觀看有字幕的影片來增進聽力理解。本研究結果再次呼應不同學習行為對英語聽力的重要影響，特別是學習者如何透過字幕理解英語多媒體的資訊內容。同時，本論文也提出對教師、學習者與多媒體研發者對於英語聽力之建議，尤其針對不同學習行為提出適切的字幕影片以提升學習者的英語聽力。

關鍵字

第二語言英語聽力 ； 多媒體學習 ； 字幕 ； 學習型態 ； 記憶能力

並列摘要

Captioned video is widely used by L2 learners to enhance their exposure to native oral input beyond the classroom setting. Such exposure to captioning has been found to provide useful visual aid for parsing and understanding L2 oral discourse. Notwithstanding, a recent meta-analysis has shown that captioning exerts a selective effect on L2 learners with different input processing profiles. This study investigated whether L2 learners’ modality preferences (visual vs. auditory) and working memory capacity (high vs. low) would modulate the effect of captions on L2 listening outcomes. Results from 84 participants revealed that both cognitive variables impacted their L2 listening to different extents. Notably, working memory capacity modulates the impact of L2 learners’ modality preferences on their listening outcome. Modality preference did not exert any significant impact on the listening outcome from those with lower working memory capacity. For the L2 learners with high working memory capacity, their modality preference was crucial in determining their listening outcome; in this case, visual learners did best when watching videos with captions, whereas auditory learners exhibited the best listening outcome with captions were not provided. The findings in this study further shed light on the importance of taking individual differences into consideration when employing captioned videos to maximize L2 learners’ listening for different pedagogical purposes.

並列關鍵字

L2 listening ； multimedia learning ； captions ； modality preference ； working memory capacity

參考文獻

Al-Shehri, S., & Gitsaki, C. (2010). Online reading: A preliminary study of the impact of integrated and split-attention formats on L2 students’ cognitive load. ReCALL, 22(3): 356–375.

Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829–839.

Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (pp. 47–89). San Diego, CA: Academic Press.

Bird, S.A., & Williams, J.N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509–533.

Bloomfield, A., Wayland, S. C., Rhoades, E., Blodgett, A., Linck, J., & Ross, S. (2010). What makes listening difficult? Factors affecting second language listening comprehension. College Park, MD: University of Maryland, Center for Advanced Study of Language.