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研究生: 李秉容
Lee, Ping-Jung
論文名稱: 字幕呈現方式對偏好不同訊息型態的英語學習者聽力理解之效益研究
Comparing the effects of different caption modes on listening comprehension of EFL learners with different modality preferences
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: 62
中文關鍵詞: 字幕呈現方式訊息型態偏好第二語言聽力理解
英文關鍵詞: caption mode, modality preference, L2 listening comprehension
DOI URL: http://doi.org/10.6345/THE.NTNU.DE.010.2018.A07
論文種類: 學術論文
相關次數: 點閱:305下載:83
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  • 許多現存研究指出,字幕能有效輔助第二語言學習者的聽力理解,然而,由於人類的認知負荷量有限,字幕出現的時間也相當短暫,並非所有學習者皆能在觀看影片的過程中,全程專注於字幕,再者,由於字幕影片會同時呈現多種型態(modality)的訊息,學習者對訊息型態的偏好,容易影響其在觀看時的注意力配置;為了讓字幕及字幕影片的教學價值發揮到極致,須先了解學習者對訊息型態的偏好如何影響他們處理字幕的過程及對內容理解的程度。本研究旨在探究不同字幕呈現方式(全字幕、部分字幕、即時字幕)對偏好不同訊息型態的英語學習者(視覺型、聽覺型)的聽力理解之效益。
    本研究的受試者為95位台灣中高級程度的英語學習者,首先,受試者須進行「字幕依賴程度測驗」,以了解受試者在處理即時訊息時,較偏好何種訊息型態,研究者根據測驗結果將受試者區分為視覺型及聽覺型的學習者;接著,受試者被隨機分配到四個組別,分別在四種不同字幕的輔助下(無字幕、全字幕、部分字幕、即時字幕)觀賞影片並完成理解測驗。
    研究結果顯示,字幕呈現方式雖然沒有對受試者的理解表現造成顯著差異,但是若將學習者對訊息型態的偏好納入考量,差異便呈顯著:聽覺型學習者在部分字幕的輔助下表現最佳,在全字幕的輔助下表現最差,反之,視覺型學習者在全字幕的輔助下表現最佳,在部分字幕的輔助下表現最差,這項結果顯示,每一種字幕對聽力理解的效益,會因學習者對訊息型態的偏好而有所不同。本研究結果凸顯第二語言學習者個別差異之重要性,並鼓勵教學者在使用字幕影片做為教材時,了解學習者對訊息型態的偏好,並適度融入差異化教學,以提升學習成效。

    Existing research has established captions as effective second-language (L2) listening comprehension aids. However, due to the limit of human’s cognitive load and the transient nature of captions, not all L2 learners are capable of attending to captions in all cases. To optimize the pedagogical value of captions and to use captioned videos—a multimodal materials frequently used in the L2 classrooms—for the benefit of L2 learners, it is important to understand how L2 learners’ preferred modality (i.e., visual or auditory) affects their processing of captions and resulting comprehension outcomes. The current study was set out to investigate the effects of different caption modes (full vs. partial vs. real-time) on the L2 listening comprehension of 95 high-intermediate Taiwanese EFL learners with different modality preferences.
    All participants received the Caption Reliance Test (CRT)—an instrument used in L2 research to determine learners’ modality preference in real-time L2 processing—and were categorized into visual and auditory L2 learners based on their test results. Next, the participants were randomly assigned to four video caption viewing conditions (no, full, partial, and real-time captioning) and completed an exit comprehension test. The results showed no significant difference between the participants’ performance under four caption conditions when L2 learners’ modality preference was not considered. However, when this was considered, the difference became salient, which was suggestive of the selective effect of captions on L2 learners of different modality preferences. While auditory L2 learners performed the best under the partial caption condition and the worst under the full caption condition, visual L2 learners scored the highest under the full caption condition yet the lowest under the partial caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned video as instructional materials and utilizing differentiated video materials for optimal learning outcomes.

    摘要 i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS v LIST OF TABLES AND FIGURES vii CHAPTER ONE: INTRODUCTION 1 CHAPTER TWO: LITERATURE REVIEW 4 Listening as a multimodal process 4 Theoretical underpinnings of using captions to assist L2 listening 5 Captions and L2 listening 7 Full captioning and L2 listening 8 Relative effects of partial and full captioning on L2 listening 11 Real-time captioning and L2 listening 15 The role of modality preference in viewing L2 captioned videos 18 Summary 20 CHAPTER THREE: METHODOLOGY 23 Participants 23 Materials 23 Video selection 23 Caption mode environment 24 Full captioning 24 Partial captioning 24 Real-time captioning 26 Design 26 Instruments 27 Caption Reliance Test (CRT) 27 Listening comprehension test 30 Questionnaire 31 Procedure of data collection 31 Data analyses 32 CHAPTER FOUR: RESULTS 33 Descriptive statistics 34 Two-way ANOVA analysis 35 Post-hoc test results 36 Questionnaire results 38 CHAPTER FIVE: DISCUSSION 41 Research Question 1: Overall effects of different caption modes 41 Research Question 2: Effects of L2 learners’ modality preference under different caption modes 43 Effects of different caption modes for visual L2 learners 44 Effects of different caption modes for auditory L2 learners 46 CHAPTER SIX: CONCLUSION 50 Summary of the major findings 50 Pedagogical implications 51 Differentiated caption support is warranted and should be implemented based on L2 learners’ modality preference 51 CRT serves as a feasible tool to determine L2 learners’ modality preferences in L2 classroom and self-learning scenarios 54 Limitations and suggestions for future research 55 REFERENCES 57

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