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

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

10.6840/cycu201700624

王家威

聽力理解 ； 多媒體教學 ； 電影片段 ； 語言學習策略 ； Listening comprehension ； multimedia learning ； movie fragment ； language learning strategies

中原大學資訊工程學系學位論文

2017年

碩士

夏延德

繁體中文

在前人的研究中，使用電影作為英語聽力訓練教材和傳統「大家說英語」、「空中英語教室」在三週訓練下，學生的學習動機、學習興趣有顯著的提升，但在學習成就上沒有差異。前人在未來展望時提出了在十二週的訓練下，學習成就可能會有顯著提升。因此本研究採取和前人相似的實驗方法，但是全為實驗組─以電影作為英語聽力訓練教材，且在訓練的部分延長至十二週，來探討十二週的以電影作為英語聽力訓練教材在學習成就、學習動機、學習興趣、英語聽力信心和英語聽力意願上的影響。 實驗結果指出在十二週的以電影作為英語聽力訓練教材的訓練下，學生的學習成就、學習動機、學習興趣、英語聽力信心和在無字幕下的英語聽力意願有顯著的提升，若依照前測把學生分為學習成就高、中、低，學習成就中和低的學生在學習成就方面有顯著的提升，學習成就高的則沒有。

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.

1. 1. R. L. Oxford (1990). Language learning strategies. na.
   連結：
2. 2. M. Canale, and M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
   連結：
3. 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.
   連結：
4. 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.
   連結：
5. 5. L. Rebecca, and P. Oxford (2003) Language learning styles and strategies: an overview
   連結：
6. 12. J. H. Flavell (1979) Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry.
   連結：
7. 13. L. Vandergrift (1999) Facilitating second language listening comprehension: acquiring successful strategies
   連結：
8. 15. C. M. Feyten (1991). The power of listening ability: An overlooked dimension in language acquisition. The modern language journal, 75(2), 173-180.
   連結：
9. 16. N. Osada (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3(1), 53-66.
   連結：
10. 17. J. E. Berne (1998). Examining the Relationship Between L2 Listening Research, Pedagogical Theory, and Practice1. Foreign Language Annals, 31(2), 169-190.
    連結：
11. 18. J. Rubin (1994). A review of second language listening comprehension research. The modern language journal, 78(2), 199-221.
    連結：
12. 19. P. Ur (1984). Teaching listening comprehension. Cambridge University Press.
    連結：
13. 20. S. Rixon (1986). Developing listening skills. Macmillan.
    連結：
14. 22. M. Ehrman, and R. Oxford (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73, 1-13.
    連結：
15. 23. M. Rost (1990). Listening in language learning. London: Longman.
    連結：
16. 25. R. E. Mayer, and R. Moreno (2002) Animation as an Aid to Multimedia Learning
    連結：
17. 26. R. E. Mayer, and R. Moreno (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
    連結：
18. 27. R. E. Mayer (2002). Multimedia learning.
    連結：
19. 28. R. E. Mayer (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
    連結：
20. 29. M. Sankey (2003). Visual and multiple representation in learning materials: an issue of literacy. Create. ed 2003: E-learning for the Creative Industries, 51.
    連結：
21. 30. G. J. Hwang, and H. F. Chang (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, Volume 56, Issue 4, May 2011, Pages 1023–1031.
    連結：
22. 31. G. J. Hwang, L. H. Yang, and S. Y. Wang (2013) A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education 69 (2013) 121–130
    連結：
23. 1. 陶奎量 (2016) 兩種英語聽力訓練方式的比較
    連結：
24. 3. 徐玉婷 (2004) 國中生英語焦慮、英語學習動機與英語學習策略之相關研究
    連結：
25. 5. 吳宜貞 & 戴麗觀 (2007) 重複聆聽、故事難度和識字能力對聽力理解 的影響
    連結：
26. 6. 范慈暉 (2015) 英語歌曲教唱對學習焦慮與學習成效之影響
    連結：
27. 英文文獻：
28. 6. Cho Moon-Heum (2004) The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments
29. 7. F. Kato (1996). Results of an Australian study of strategy use in learning Japanese Kanji characters. Unpublished manuscript, University of Sydney, Sydney, Australia.
30. 8. R. L. Oxford, C. Judd, and J. Giesen (1998). Relationships among learning strategies, learning styles, EFL proficiency, and academic performance among secondary school students in Turkey. Unpublished manuscript, University of Alabama, Tuscaloosa, Alabama, USA.
31. 9. P. Y. N. Ku (1995). Strategies associated with proficiency and predictors of strategy choice: A study on language learning strategies of EFL students at three educational levels in Taiwan. UMI.
32. 10. M. Pressley (1990) Cognitive strategy instruction that really improves children's academic performance.
33. 11. C. Dreyer, and R. L. Oxford (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. Language learning strategies around the world: Cross-cultural perspectives, 61-74.
34. 14. D. J. Mendelsohn (1984). There ARE Strategies for Listening.
35. 21. A. Anderson, and T. Lynch (1988). Listening. Oxford University Press.
36. 24. M. Rost (1991). Listening in action: Activities for developing listening in language teaching. New York: Prentice Hall.
37. 中文文獻：
38. 2. 廖彥棻 (2000) 台灣國中生英語學習動機與學習策略之研究
39. 4. 蔡彬穎 (2004) 大學生的英語聽讀字彙量與聽力理解能力之相關研究