多媒體之字幕呈現方式在英語學習效益之研究

The Effectiveness of Multimedia Programs in English Language Learning

10.7074/YDAJB.201103.0001

連寶靜(Pao-Ching Lien)；林朝清(Chao-Ching Lin)；周建宏(Chien-Hung Chou)；王曉璿(Hsiao-Shen Wang)

多媒體學習 ； 字彙學習 ； 認知負荷理論 ； 學習態度 ； 聽力理解 ； Multimedia Learning ； Vocabulary Learning ； Cognitive Load Theory ； Learning Attitude ； Listening Comprehension

育達科大學報

26期（2011 / 03 / 01）

1 - 29

繁體中文

本研究旨在探討「多媒體之字幕呈現方式」（中英雙語字幕加困難關鍵即時字幕、動畫中英雙語字幕）對高職進修部學生的英語學習成效（內容理解、聽力理解、字彙學習）與學習態度（動機、信心、焦慮）的影響。研究發現透過重點式關鍵字或片語困難關鍵即時字幕學習，可以讓高職進修部學生在觀賞影片過程中，能自然隨影片劇情的內容導引需要，更能快速進入了解影片劇情內容，增進學生較佳的注意力和短期記憶效果，減低學生的認知負荷，使特定的關鍵字詞快速學習吸收，以使學生在理解、內容、生字、聽力等方面都有進步。如此應用影片結合英語學習的情境式語言環境與重點式的英語關鍵字詞導引，對於較缺乏動機、信心及高焦慮學生的學習，具有潛在的學習功效。

The purpose of this study was to explore the comparative effectiveness of two multimedia programs of English language instruction using movies: one using bilingual subtitles plus real-time difficult key word subtitles in Chinese and English (BSDK), and one using Bi-lingual subtitles in Chinese and English (BS). The study focused on private vocational high school students' learning effectiveness (content comprehension, listening comprehension, vocabulary learning) and learning attitude (motivation, confidence, anxiety level). The results indicate that the BSDK program achieves a higher level of comprehension in content, listening, and vocabulary than does the BS program, and that the BSDK results in a more positive learning attitude than does the BS program. It was found that the integration of a contextual language environment and the insertion of focal key words is particularly helpful for students who are less motivated or confident, and those experiencing high levels of anxiety.

1. 陳彙芳,范懿文(2000)。認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究，2(2)，45-59。
   連結：
2. Abrams, R. A.,Christ, S. E.(2004).Automatic capture of attention by the onset of motion.Journal of Vision,4(8),826-826.
3. Baddeley, A.(1992).Is Working Memory Working? The Fifteenth Bartlett Lecture.Quarterly Journal of Educational Psychology,44A(1),1-31.
4. Baddeley, A. D.(1999).Essentials of Human Memory.East Sussex:Psychology Press.
5. Balluerka, N.(1995).The influence of instruction, outlines, and illustrations on the comprehension and recall of scientific texts.Contemporary Educational Psychology,20(3),369-375.
6. Brown, G.,Yule, G.(1983).Discourse Analysis.Cambridge:Cambridge University Press.
7. Brown, H. D.(2001).Teaching by Principles: An Interactive Approach to language Pedagogy.White Plains, NY:Addison Wesley Longman, Inc..
8. Brüken, R.,Plass, J. L.,Leutner, D.(2003).Direct measurement of cognitive load in multimedia learning.Educational Psychologist,38(1),53-61.
9. Carroll, W. M.(1994).Using worked examples as an instructional support in the algebra classroom.Journal of Educational Psychology,86(3),360-367.
10. Center for Applied Linguistics(1989).,未出版
11. Cerpa, N.,Chandler, P.,Sweller, J.(1996).Some Conditions Under Which Integrated computer- Based Training Software Can Facilitate Learning.Journal of Educational Research,15(4),345-367.
12. Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved October 5, 2004, from http://educationnew.arts.unsw.edu.au/staff/sweller/clt/
13. Day, R. R.,Omura, C.,Hiramatsu, M.(1991).Incidental EFL vocabulary learning and reading.Reading in a Foreign Language,7,541-551.
14. Dornyei, Z(2003).Attitudes, orientations, and motivations in language learning: advances in theory, research, and applications.Language Learning,53,3-32.
15. Dornyei, Z.(2001).Motivational strategies in the language classroom.NY:Cambridge University Press.
16. Dupuy, B.,Krashen, S.(1993).Incidental vocabulary acquisition in French as a foreign language.Applied Language Learning,4,55-63.
17. Edasawa, Y.,Takeuchi, O.,Nishizaki, K.(1990).Use of films in listening comprehesion practice.IALL Journal of Language Learning Technologie,23(3),21-34.
18. Ellis, H.C.,Hunt, R.(2005).Fundamentals of Cognitive Psychology.Oxford:Brown & Benchmark Publishers.
19. Eysenck, M. W.(1979).Anxiety, learning and memory: A reconceptualization.Journal of Research in Personality,13,363-385.
20. Eysenck, M. W.,Keane, M. T.(2000).Cognitive psychology: A student’s handbook.Psychology Press.
21. Gardner, R. C.(1985).Social psychology aspects of language learning: the role of attitudes and motivation.London:Edward Arnold.
22. Gardner, R. C.,Tremblay, P. F.(1995).Expanding the motivation construct in language learning.The Modern Language Journal,79(4),505-518.
23. Garza, T. J.(1991).Evaluating the use of captioned video materials in advanced foreign language learning.Foreign Language Annuals,24(3),239-258.
24. Gerjets, P.,Scheiter K.(2003).Goal configurations and processing strategies as moderator between instructional design and cognitive load: evidence from hypertext-based instruction.Educational psychologist,38(1),33-41.
25. Guichon, N.,McLornan, S.(2008).The effects of multimodality on L2 learners: Implications for CALL resource design.System,36(1),85-93.
26. Horwitz, E.,Horwitz, M.,Cope, J.A.(1986).Foreign language classroom anxiety.Modern Language Journal,70,125-132.
27. Huckin, T.(Ed.),Haynes, M.(Ed.),Coady, J.(Ed.)(1993).Second language reading and vocabulary learning.Norwood, NJ:Albex.
28. Jex, H. R.(1988).Measuring mental working: Problems, progress and promises.Human mental workload,Amsterdam North-Holland:
29. Katchen, J.E.(1996).First language subtitle: help or hindrance?.Annual Meeting of the Japan Association of Language Teachers
30. Krashen, S.(2006).English fever.Taipei:Crane Publishing Co., Ltd..
31. Krashen, S. D.(1987).Principles and Practice in Second Language Acquisition.England:Prentice Hall Ltd..
32. Krashen, S. D.(1981).Second Language Acquisition and Second Language Learning.Oxford:Program Press.
33. Lang, A.(1995).Defining audio/video redundancy from a limited-capacity information processing perspective.Communication Research,22(1),86-115.
34. Leon, M. R.,Revelle, W.(1985).The effects of anxiety on analogical reasoning: A test of three theoretical models.Journal of Personality and Social Psychology,49,1302-1315.
35. MacIntyre, P. D.(1995).How does anxiety affect second language learning? A reply to Sparks and Ganschow.The Modern Language Journal,79,90-99.
36. MacIntyre, P. D.,Donovan, L. A.(2002).Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students.Language Learning,52(3),537-564.
37. MacIntyre, P. D.,Gardner, R. C.(1991).Investigating language class anxiety using the focused essay technique.Modern Language Journal,75(3),296-304.
38. MacLeod, C.,Donnellan, A. M.(1993).Individual differences in anxiety and the restriction of working memory capacity.Personality and Individual Differences,15,163-173.
39. Masgoret, A. M.,Gardner, R. C.(2003).Attitudes, motivation, and second language elearning: A meta-analysis of studies conducted by Gardner and associates.Language Learning,53(1),167-210.
40. Mayer, R. E.(2005).The cambridge handbook of multimedia learning.Cambridge:Cambridge University Press.
41. Mayer, R. E.(2001).Multimedia Learning.New York:Cambridge University press.
42. Mayer, R. E.(1996).Multimedia Learning: Are We Asking The Right Questions?.Educational Psychologist,3(3),147-165.
43. Mayer, R. E.,Anderson, R.B.(1991).Animations Nees Narrations: An Experimental Test of a Dual-Coding Hypothesis.Journal of Educational Psychology,83(4),484-490.
44. Mayer, R. E.,Bove, W.,Bryman, A.,Mars, R.,Tapangco, L.(1996).When less is more: meaningful learning from visual and verbal summaries of science textbook lessons.Journal of Educational Psychology,88(1),64-73.
45. Mayer, R. E.,Gallini, J.K.(1990).When is an illustration worth ten thousand words ?.Journal of Educational Psychology,82,715-726.
46. Mayer, R. E.,Moreno, R.(2003).Nine ways to reduce cognitive load in multimedia learning.Educational psychologist,38(1),43-52.
47. Mayer, R. E.,Moreno, R.(1998).A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory.Journal of Educational Psychology,90(2),312-320.
48. Mayer, R. E.,Sims, K.(1994).For whom is a picture worth a thousand words ? Extensions of a dual-coding theory of multimedia learning.Journal of Educational Psychology,86(3),389-401.
49. Mousavi, S.,Low, R.,Sweller, J.(1995).Reducing cognitive load by mixing auditory and visual presentation modes.Journal of Educational Psychology,87(2),319-334.
50. Najjar, L.J.(1998).Principles of educational multimedia user interface design.Hman Factors,40(2),311-323.
51. Oxford, R.,Shearin, J.(1994).Language learning motivation: Expanding the theoretical framework.Modern Language Journal,78(1),12-28.
52. Paas, F. G. W.(1992).Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach.Journal of Educational Psychology,84,429-434.
53. Paas, F.,Renkl, A.,Sweller, J.(2003).Cognitive load theory and instructional design: Recent developments.Educational Psychologist,38(1),1-4.
54. Paivio, A.(1971).Imagery and Verbal Processes.New York:Holt, Rinehart & Winston.
55. Paivio, A.(1987).Mental representation: A dual coding approach.Oxford, England:Oxford University Press.
56. Paivio, A.(1986).Mental representation: A dual coding approach.Oxford, England:Oxford University Press.
57. Paivio, A.,Begg, I.(1981).Psychology of Language.Englewood Cliffs, New Jersey:Prentice-Hall, Inc..
58. Paribakht, T. S.,Wesche, M. B.(2000).Vocabulary enhancement activities and reading for meaning in second language vocabulary development.Second language vocabulary acquisition: A rationale for pedagogy,New-York:
59. Park, I.,Hannafin, M. J.(1993).Empirically-Based Guidelines for the Design of Interactive Multimedia.Educational Technology Research and Development,41,63-85.
60. Pitts, M,White, H.,Krashen, S.(1989).Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers.Reading in a Foreign Language,5,271-275.
61. Reese, S. D.,Davie, W. R.(1987).Captioning effects on television news learning.Annual Meeting of the Association for Education in Journalism and Mass Communication
62. Rolandelli, D. R.(1985).Children’s auditory and visual processing of narrated and nonnarrated television programming.Annual Meeting of the International Communication Association
63. Ross, B.(Ed.)(2003).The psychology of learning and motivation.San Diego, CA:Academic Press.
64. Rost, M.(1990).Listening in language learning.London:Longman.
65. Sankey, M. D. (2003).Visual and multiple representation in learning materials: an issue of literacy. Retrieved July 7,2004, from http://www.usq.edu.au/users/sankey/Resources/CreatEd2003.pdf
66. Schmitt, N.(Ed.),McCarthy, M.(Ed.)(1997).Vocabulary: Description, acquisition, and pedagogy.New York:Cambridge University Press.
67. Schuster, D. A.,Carlsen, W. S.(2009).Scientists’ Teaching Orientations in the Context of Teacher Professional Development.Science Education,93(4),635-655.
68. Sorg, B. A.,Whitney, P.(1992).Sorg, B. A., & Whitney, P. (1992). The effect of trait anxiety and situational stress on working memory capacity..
69. Sternberg, R. J.(2003).Congnitive psychology.Thomson Learning.
70. Sun, K. -C.(2002).Investigation of English Listening Difficulties of Taiwan Students.Selected Papers from the Eleventh International Symposium on English Teaching/ Fourth Pan Asian Conference,Taipei:
71. Sweller, J.(2003).Why understanding instructional design principles requires an understanding of the evolution of human cognitive architecture.「第一屆全國教育資訊學術研討會」會議論文集,宜縣:
72. Sweller, J.(2004).Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture.Instructional Science,32,9-31.
73. Sweller, J.,Van Merrienboer, J. J. G.,Paas, F. G. W, C.(1998).Cognitive architecture and instructional design.Educational Psychology Review,10(3),251-297.
74. Sweller, J.,van Merrienboer, J. J.,Paas, F. G.(1998).Cognitive architecture and instructional design.Educational Psychology Review,10,251-296.
75. Tiene, D.(2000).Sensory Mode and ‘Information Load’: Examining the Effects of Timing on Multisensory Processing.International Journal of Instructional Media,27(2),183-198.
76. Tindall-Ford, S.,Chandler, P.,Sweller, J.(1997).When two sensory modes are better than one.Journal of Experimental Psychology: Applied,3(4),257-287.
77. Vogely, A. J.(1998).Listening comprehension anxiety: Students’ reported sources and solutions.Foreign Language Annals,31(1),67-80.
78. 天下雜誌（2006）。天下雜誌教育專刊－關鍵能力。2009 年4 月1 日。取自http://www.cwbook.com.tw/common/magazine.jsp?productID=1104
79. 江姃慈,黃培斌,蘇美旭(1997)。英文電影字幕在教學上之影響。嘉南學報，23，133-143。
80. 余龍豪(2003)。台東縣，國立台東師範學院教育研究所。
81. 吳瑞源,吳慧敏(2008)。動畫教材之學習者控制播放模式與多媒體呈現方式對學習成效與學習時間影響之研究。師大學報：科學教育類，53(1)，1-26。
82. 宋曜廷(2000)。台北，國立台灣師範大學教育心理與輔導學系。
83. 翁嘉鴻(2001)。桃園縣，國立中央大學資訊管理學系。
84. 莊曉君(2007)。台南市，國立臺南大學教育學系。
85. 許蘭馨(2003)。彰化，國立彰化師範大學英語學系。
86. 郭慧雯(2000)。雲林，國立中正大學犯罪防治研究所。
87. 陳密桃(2003)。認知負荷理論及其對教學的啟示。國立高雄師範大學教育學系教育學刊，21，29-51。
88. 黃巧琪(2003)。認知負荷理及其在教學上的啟示。教育資料與研究，66，77-83。
89. 黃自來(1984)。英語電腦輔助教學-探討與前瞻。中華民國第一屆英語文教學研討會英語文教學論文集，台北:
90. 黃克文(1996)。台北，國立台北師範學院國民教育研究所。
91. 黃柏勳(2003)。認知上的瓶頸─認知負荷理論。教育資料與研究，55，71-78。
92. 欉浩慧(2007)。台北市，國立臺北教育大學兒童英語教育學系。

1. 蔡宛竹,林淑貞,周虹佑,李彩緣,李秋香(2016)。提升手術室護理人員對全膝關節置換術認知與技能之學習成效。若瑟醫護雜誌，10(1)，31-45。