臺灣博碩士論文加值系統

摘要
本研究旨在調查無字幕英文發音版本動畫卡通--粉紅豬小妹是否能增進國小學童英聽能力。粉紅豬小妹英語動畫卡通描述出與生活相關行為的模式。學童在觀賞與自身生活經驗相關的英語對話可以幫助他們理解，進而增加英聽能力。
本研究以20名台南市國小學生為研究對象，STYLE青少年兒童英檢第四級試題進行前測與後測實驗，並填寫聽力考試策略問卷。為期三個月之英語教學中，每週二次播放英文發音且無字幕五分鐘一集之英語動畫卡通--粉紅豬小妹，學生在家亦上網點閱該影集複習。教師授予聽力輔助策略：利用單字基本知識、相關背景知識與生動的卡通動畫猜測內容，訓練受試者英聽理解力。
本研究結果如下：
1. 三個月英聽訓練課程：無字幕英文發音粉紅豬小妹動畫卡通，全部20名國小學生英聽進步並全體通過STYLE Level4或Level5英文檢定。學生增加自信重視英聽能力。
2. 動畫每集5分鐘並以家庭生活為主軸，簡單的用字鼓勵高成就學生自學，且吸引低成就學生藉由比對自身生活經驗幫助理解；練習英聽時較無壓力。
3. 學生分析文化差異並討論東西方家庭教育之不同，學習態度積極。
根據研究結果，適當的無字幕英語發音卡通及英聽策略，可提升學生英語聽力與學習態度。另外，為期3個月的研究幫助有限，建議教師可常態性挑選適當的卡通作為輔助教材，並與家長溝通鼓勵學生課後自學。

Abstract
The purpose of this study is to explore the implementation of non-subtitle Peppa Pig Cartoon with family-life plot on EFL young learners’ English listening ability. During 3 months, 20 elementary school students watched Peppa Pig cartoons, took STYLE Level 4 tests as pretest and posttest, and filled out a background questionnaire and a feedback questionnaire with 2 open-ended questions. Last, the researcher interviewed high achievers and low achievers formally to understand their opinions and attitudes. The main findings are as follows: first, the program helped the participants progress significantly in English listening and passed STYLE Level 4 or Level 5 English tests. Second, family-life plot motivated participants to use their life experiences to understand the meaning and then discuss the culture and family rule differences. According to the results of the research, non-subtitle English cartoons and English listening strategies could enhance students’ English listening comprehension and learning attitude. However, the program lasted only 3 months which made limited effort, English teachers were suggested to use proper English cartoons as supplementary materials and teach English listening strategies. Also, parents were encouraged to help students watch non-subtitle English cartoons at home.

Table of Contents
CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER 1: INTRODUCTION 1
Background and Motivation 1
Taiwanese EFL Young Learners’ Listening Ability 1
The Advantage of English Version of Peppa Pig Cartoon 2
Research Purposes and Questions 4
The Significance of the Study 4
CHAPTER 2: LITERATURE REVIEW 6
Second Language Listening 6
Multimedia as Teaching Materials in Language Learning and Teaching 8
Comprehensible Listening Input 9
Listening Strategies 10
Language Learning Attitude 12
Related Studies of Listening Strategies and Cartoon Watching Treatments 12
CHAPTER 3: METHODOLOGY 15
Research Site 15
Participants 15
Students 15
Individual’s Background Variables 16
Instructor 18
Instruments 18
English Land 18
STYLE/JET 18
Background Questionnaire 23
Monitor Quizzes and Exams 23
Feedback Questionnaire 23
Classroom Observations 23
Interviews 23
Listening Materials 24
Peppa Pig Cartoon 24
Teaching Procedure 24
Research Procedures 24
Data Analysis 25
CHAPTER 4: RESULTS AND DISCUSSION 28
The Results of Pre and Post Test, Tests, Quizzes, Exams and STYLE
Proficiency Test 28
Pretest 28
Posttest 32
Quizzes and Exams 33
STYLE English Proficiency Test 36
The Pre- and Posttest Background Questionnaires 38
Participants’ Opinions on English Listening 38
Listening Test-taking Strategies 39
Participants’ Cartoon Watching Habits 40
Feedback Questionnaires 41
Participants’ Attitudes 41
The Participants’ Understanding of the Cartoon 43
The Attitude Change after the Program 44
Two Open-ended Questions 45
The Prosperity of Attending This Cartoon-watching Program 45
Other English Cartoons Recommended by the Participants 45
Interviews, Classroom Observations and Field Notes 46
Discussions 54
The Perceived Improvement in EFL young Learner’s English Listening
After They Watched the English Version of the Peppa Pig Cartoon 54
The Portrayal of the Family-life Plot Affects Their Listening Strategies 54
The Portrayal of the Family-life Plot Affects Their Learning Attitude and
Social Value 55
CHAPTER5: CONCLUSIONS 57
Summary of Research Findings 57
Pedagogical Implications 59
Limitations and Suggestions for Further Studies 61
REFERENCES 62
APPENDIX A 70
APPENDIX B 77
APPENDIX C 79
APPENDIX D 80
APPENDIX E 82
APPENDIX F 84
APPENDIX G 85
APPENDIX H 88
List of Tables
Table 3-1 Variables of Participants 16
Table 3-2 Data Details of Participants 17
Table 3-3 Vocabulary and Studying Experience 20
Table 3-4 Tense and Topics 21
Table 3-5 Types of Listening Test Questions 22
Table 3-6 The Implementation and Procedure 26
Table 4-1 Quantitative Data Analysis 29
Table 4-2 Analysis of the Scores 34
Table 4-3 Score Data of Quizzes and Exams 35
Table 4-4 Score Data of STYLE Listening 37
Table 4-5 Participants’ Opinions on English Listening 38
Table 4-6 Strategies Usage Before and After the Program 39
Table 4-7 Participants’ Cartoon Watching Habit 40
Table 4-8 Participants’ Attitudes 42
Table 4-9 Participants’ Understanding of the Cartoon 43
Table 4-10 Participants’ Attitude Change 44
Table 4-11 Cartoons Recommended 45
List of Figures
Figure 4-1 The Gap between Pre and Post Test 32

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