進一步探討以電影片段作為英語聽力訓練教材對學生學習意願和學習成就的影響

王家威

doi:10.6840/cycu201700624

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进一步探讨以电影片段作为英语听力训练教材对学生学习意愿和学习成就的影响

Impacts of Using Movie Fragments for Practicing English Listening Comprehension- A Further Exploration

王家威 , 硕士　　导师：夏延德　　

繁体中文 DOI： 10.6840/cycu201700624

听力理解；多媒体教学；电影片段；语言学习策略； Listening comprehension ； multimedia learning ； movie fragment ； language learning strategies

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A previous research demonstrated the following: (1) the use of movie fragments for training in English listening comprehension is better than the often-used television programs such as Let’s talk in English and Studio classroom; (2) in particular, the use of movie fragments for training in English listening comprehension can help to significantly improve learner motivation and learner interest. To have a significant improvement in learning achievement, however, it was conjectured that a twelve-week training (in using movie fragments to help learners improve their English comprehension ability) may be needed.
The purpose of this research was to verify the above-mentioned conjecture. Participants of a related education experiment went through twelve weeks of training in English listening comprehension. Due to practical limitations, this twelve-week training was separated into three training periods. In all, there were sixty film fragments, most of which were from English movies. For each weekday of a training week, the subjects had to complete the task of watching one film fragment and answering its associated multiple-choice type tests.
It is found that a twelve-week training (in using movie fragments to help learners improve their English comprehension ability) can indeed help learners to significantly improve their English comprehension ability. However, this is just for those learners with lower or medium English comprehension abilities (i.e., it cannot help those with higher English comprehension abilities to improve). Moreover, the training can only help learners to better understand verbal descriptions of pictures; it cannot help learners to better understand conversations that occur without any visual hint.

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1. R. L. Oxford (1990). Language learning strategies. na.
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2. M. Canale, and M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
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3. T. M. Segler, H. Pain, and A. Sorace (2002). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning, 15(4), 409-422.
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4. R. L. Oxford, and M. E. Ehrman (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System, 23(3), 359-386.
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5. L. Rebecca, and P. Oxford (2003) Language learning styles and strategies: an overview
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引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。