反覆觀看雙字幕影片對大學生聽力理解之影響

The Effect of Repeated Viewings of Bilingual-Subtitled Videos on College Students’ Listening Comprehension

林玟秀(Wen-hsiu Lin)

指導教授 ： 陳玟君

國立中正大學/文學院/外國語文學系/碩士(2014年)

摘要

本研究主要探討大學生反覆觀看雙字幕影片對於增進英語聽力理解的影響。研究問題如下：一、反覆觀看雙字幕影片是否有助於增進大學生的聽力理解能力。二、不同聽力程度的大學生在反覆觀看雙字幕影片時，是否運用不同的模式(中文字幕、英文字幕、英語發音、影像畫面)來理解聽力的三個面向(內容理解、語音理解、字彙習得)。二十位大學生參與本研究，皆為中文為母語、英語為外語的使用者，在本研究中被分成高分組和低分組。他們每週觀看中、英語雙字幕影集一次。每次觀看後，受試者須填寫一份影片觀賞問卷。連續三週後，受試者再次接受聽力測驗後測，並填寫綜合感想問卷表。最後，四位學生自願參加研究訪談。受試者前測和後測的成績採用成對樣本t檢定以及皮爾森相關係數統計分析。影片觀賞問卷結果採用出現頻率計數後，再轉成百分比。綜合感想問卷表結果同樣採用皮爾森相關係數統計分析。訪談內容整理分析後，用來解釋量化研究的結果。研究結果如下：一、所有的學生的聽力理解能力於反覆觀看雙字幕影片後皆明顯提升。二、依據皮爾森相關係數統計分析，反覆觀看技巧與聽力理解的三個面向皆呈現正相關：愈喜歡使用反覆觀看技巧的學生，他們的字彙習得能力愈佳；字彙習得能力愈佳的學生，他們的語音理解能力愈好；語音理解能力愈好的學生，內容理解的能力愈佳。三、儘管高、低分組運用四種模式於聽力理解的三個面向中沒有明顯的差別，四種模式在影片教學中仍然分別扮演不可或缺的角色。四、本研究發現學生的語音辨識能力低落和他們平常的字彙學習習慣有關。由於學生缺乏足夠的單字發音記誦練習，他們無法透過聽取語音的方式來提取對該單字的記憶，因此影響其影片觀賞時的語音辨識能力。

關鍵字

聽力理解 ； 影片 ； 雙字幕 ； 反覆觀看

並列摘要

This study investigated the effect of repeated viewings of bilingual-subtitled videos on listening comprehension (the integrative instruction). The purposes of this study are twofold. First of all, EFL students’ listening comprehension performance after repeated viewings of bilingual-subtitled videos is examined. Second, the differences of modes use (i.e., Chinese subtitles, English captions, English soundtrack, and visual images) between students of different listening comprehension proficiency levels on achieving the three dimensions of listening comprehension (i.e., plot comprehension, speech comprehension, and vocabulary acquisition) is the main inquiry of the study. Twenty college level participants enrolled in the study were all Chinese-speaking learners of foreign language and were divided into High and Low Proficiency Groups. They watched two video episodes repeatedly for three times in the bilingual subtitling mode once a week. After each video viewing, a Video Viewing Questionnaire was administered. At the end the experiments, participants took a listening comprehension posttest and filled an Overall-Reflection Questionnaire. Finally, four volunteered subjects from both groups were interviewed. The listening comprehension pretest and posttest were analyzed by a paired sample t-test and a Pearson Correlation Coefficient Analysis. The Video Viewing Questionnaires results were tallied based on the frequency, and then transformed into percentages. The Overall-Reflection Questionnaires were analyzed with Pearson Correlation Coefficient. Interview data were transcribed and reported. The results showed that the integrative instruction enhanced students’ listening comprehension. The correlations between three dimensions in listening comprehension and repeated viewing strategy revealed that repeated viewing strategy was a valuable technique which sequentially triggered participants’ vocabulary acquisition, and then enhanced their speech comprehension, finally, achieved their plot comprehension. Although, there was no noticeable differences between High Proficiency Group and Low Proficiency Group in terms of the modes use in three dimensions of listening comprehension, four modes were proved to be beneficial and indispensable to all participants due to their divert functions in video learning. In addition, participants’ speech recognition difficulties were found related to their vocabulary learning habit, caused by insufficient practice of the word pronunciation.

並列關鍵字

Video ； Listening Comprehension ； Bilingual Subtitles ； Repeated Viewing

參考文獻

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