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研究生: 關蕙芯
Kam, Emily Fen
論文名稱: 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
指導教授: 劉宇挺
Liu, Yeu-Ting
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2018
畢業學年度: 106
語文別: 英文
論文頁數: 88
中文關鍵詞: 第二語言英語聽力多媒體學習字幕學習型態記憶能力
英文關鍵詞: L2 listening, multimedia learning, captions, modality preference, working memory capacity
DOI URL: http://doi.org/10.6345/THE.NTNU.DE.036.2018.A07
論文種類: 學術論文
相關次數: 點閱:259下載:74
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  • 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。

    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.

    CHAPTER 1 INTRODUCTION 1 CHAPTER 2 LITERATURE REVIEW 6 2.1 Theoretical Underpinnings of Using Captions to Assist Multimodal L2 Processing 7 2.2 Empirical Studies of Captioning on L2 Listening 13 2.3 The Role of L2 Proficiency Profiles on Captioning in L2 Listening 15 2.4 Working Memory and its Potential Role in Modulating the Effect of Captio. 19 2.5 Preferred Input Modality and its Potential Role in Modulating the Effect of Captions 22 2.6 Summary 25 CHAPTER 3 METHODOLOGY 27 3.1 Participants 27 3.2 Materials 27 3.2.1 Video Selection 27 3.2.2 Caption Viewing Conditions 29 3.3 Design 29 3.4 The Assessment Tasks and Scoring 32 3.4.1 The CRT 32 3.4.2 Reading-Span Task (RST) 36 3.4.3 The Listening Comprehension Test 39 3.4.4 Questionnaire 40 3.4.5 Interview 41 3.5 Data Collection Procedure 42 3.6 Statistical Analysis 42 CHAPTER 4 RESULTS 44 4.1 Quantitative 44 4.1.1 Descriptive Statistics 44 4.1.2 A three-way ANOVA 46 4.2 Qualitative data 52 CHAPTER 5 DISCUSSION 58 5.1 RQ1: Does preferred modality modulate the effect of captioning? 59 5.1.1 Effects of caption mode on auditory learners 60 5.1.2 Effects of caption modes on visual learners 62 5.2 RQ 2: Does working memory capacity modulate the effect of captioning? 64 5.2.1 Effects of caption modes on L2 learners with lower working memory capacity 65 5.2.2 Effects of caption modes on L2 learners with higher working memory capacity 66 CHAPTER 6 CONCLUSIONS 69 6.1 Conclusion and implications 69 6.1.1 Differentiated instructions for optimal implementations of captions in multimodal listening 70 6.1.2 The implementation of CRT and RST for pedagogical purposes 73 6.2 Future suggestions and limitations 74 References 75 Appendix 1 Information Sheet and Consent Form 80 Appendix 2 Listening Comprehension Questions 82 Appendix 3 Questionnaires 85

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