多媒體之字幕呈現方式在英語學習效益之研究

本研究旨在探討「多媒體之字幕呈現方式」（中英雙語字幕加困難關鍵即時字幕、動畫中英雙語字幕）對高職進修部學生的英語學習成效（內容理解、聽力理解、字彙學習）與學習態度（動機、信心、焦慮）的影響。研究發現透過重點式關鍵字或片語困難關鍵即時字幕學習，可以讓高職進修部學生在觀賞影片過程中，能自然隨影片劇情的內容導引需要，更能快速進入了解影片劇情內容，增進學生較佳的注意力和短期記憶效果，減低學生的認知負荷，使特定的關鍵字詞快速學習吸收，以使學生在理解、內容、生字、聽力等方面都有進步。如此應用影片結合英語學習的情境式語言環境與重點式的英語關鍵字詞導引，對於較缺乏動機、信心及高焦慮學生的學習，具有潛在的學習功效。

關鍵字

多媒體學習；字彙學習；認知負荷理論；學習態度；聽力理解

並列摘要

The purpose of this study was to explore the comparative effectiveness of two multimedia programs of English language instruction using movies: one using bilingual subtitles plus real-time difficult key word subtitles in Chinese and English (BSDK), and one using Bi-lingual subtitles in Chinese and English (BS). The study focused on private vocational high school students' learning effectiveness (content comprehension, listening comprehension, vocabulary learning) and learning attitude (motivation, confidence, anxiety level). The results indicate that the BSDK program achieves a higher level of comprehension in content, listening, and vocabulary than does the BS program, and that the BSDK results in a more positive learning attitude than does the BS program. It was found that the integration of a contextual language environment and the insertion of focal key words is particularly helpful for students who are less motivated or confident, and those experiencing high levels of anxiety.