本研究旨在探討四項影響以英語為外語的初學者聽力測驗的因素，包括圖片輔助、文類、主題熟悉度、以及學生的學習年限。九十位萬芳國小六年級學生參與施測。根據受試者的學習年限共分成三組，在做完兩份聽力測驗（一份文字輔助題本、一份圖片輔助題本）後，受試者隨即進行問卷填寫，並從各組中選出六位，共十八位學生進行訪談。
本研究的主要發現，如下：
1. 受試者在有圖片輔助的測驗表現明顯優於文字輔助的測驗。此外，學生也反應圖片對他們的聽力有幫助，所以對於有圖片的聽力測驗抱持正面的態度。
2. 受試者在會話類型的表現明顯表現差於單字和句子這兩種文類。問卷和訪談也顯示相似的結果。
3. 雖然受試者並沒在比較熟悉的或者比較不熟悉的主題上表現有差異，他在有關「水果」的主題上，受試者表現顯著地優於其他主題（如「活動」、「食物」、以及「家庭成員」）。受試者在問卷揭示出現在教材中較早的主題，如「水果」和「家庭成員」，比教材較晚介紹的主題（像「活動」和「食物」）的更熟悉。
4. 三組受試者在聽力測驗的表現並未有顯著性的差異。因此，受試者的學習年限在本研究中並非一個決定的因素。

The present study investigated four factors (such as visual aids, text types, topic familiarity, and the number of years of learning) influencing EFL beginners’ listening comprehension. Ninety six-graders of Wanfang Elementary School participated in this study. They were further divided into three groups according to their years of learning English. After completing two listening comprehension tests (a textual format and a pictorial format), the subjects were asked to fill in the questionnaire. Six subjects of each group (i.e., eighteen subjects in total) were interviewed.
The major findings of the present study are as follows:
1. The subjects significantly performed better on the test in pictorial format than the textual format. Besides, they reported that pictures were helpful; therefore, they held a positive attitude toward listening tests with pictorial cues.
2. The subjects significantly performed worse on conversations than vocabulary and sentence patterns. The questionnaire and the interview also showed similar results.
3. The results of the questionnaire showed that the materials that had been taught earlier, such as “Fruit” and “Family Members,” were found more familiar to the subjects than those had been taught later, like the two topics Activity” and “Food.”
4. Three groups of subjects did not perform significantly differently. Therefore, the number of years of learning was not a crucial factor in determining the success of the subjects’ listening performance.

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