臺灣博碩士論文加值系統

本研究主要是探討工作記憶與字幕影片對聽力理解的效用。字幕影片將以以下四種字幕模式呈現：(1) 無字幕（NC）(2)完整字幕（FC） (3) 標示重點字之完整字幕（FCHTW） (4) 重點字附帶中文解釋之完整字幕（FCL1）。受試者皆為80名18歲以上，多益成績介於400-550之中文母語人士。所有受試者皆須在第一階段參加線上工作記憶測驗，根據測試結果將80名受試者分為42名高工作記憶與38名低工作記憶受試者。在第二階段，將高工作記憶與低工作記憶受試者隨機分配到其中一組字幕模式中。在第二階段中，受試者將觀看兩部影片各兩次，觀看過程中不得做任何筆記，看完影片後將完成一份聽力考試，總共兩份。統計數據結果顯示，儘管統計結果顯示影響不顯著，但是完整字幕（FC）在四者之中獲得最高分，此外，雖然低工作記憶組分數比高工作記憶組稍高，但統計結果也無顯著差異。研究結果認為，在字幕中加入額外資訊（例如：標示重點字之完整字幕（FCHTW）和重點字附帶中文解釋之完整字幕（FCL1）），可能會導致學生專注在特定詞彙而非影片內容。除此之外，研究發現低工作記憶組優先專注於影片內容而非處理特定新詞彙。研究結果顯示工作記憶與影片字幕對聽力理解無顯著影響，而工作記憶與影片字幕之間也無顯著影響。

This study investigated how working memory capacity (WMC) and captioning influence learners’ listening comprehension. Four caption modes were investigated: (a) no caption (NC), (b) full caption (FC), (c) full caption with highlighted target-word (FCHTW), and (d) full caption with highlighted target-word and L1 gloss (FCL1). The participants were 80 native Mandarin Chinese speakers whose TOEIC test scores were between 400 to 550 points. All participants took an Operation Span (OSPAN) working memory test in phase 1 and moved on to phase 2. In phase 2, according to participants’ OSPAN test results, there were 42 high working memory capacity participants and 38 low working memory capacity participants. They watched two videos twice and took two listening comprehension tests in one of the caption modes in phase 2. The results revealed that the FC mode gained higher scores than the other modes, though the differences were not statistically significant. Also, the low working memory group performed slightly better than the high working memory group in the three captioning conditions, with no significant differences either. The results suggested that adding extra information to caption lines, as in the FCHTW and the FCL1 modes, might had drawn attention to single words rather than to video content and that the low working memory group might have prioritized the comprehension of video content over the processing of novel words. The results reported that working memory capacity and captioned videos had no significant difference in listening comprehension, and there was no significant difference between captions and working memory capacity.

ABSTRACT (Chinese)………………………………………i
ABSTRACT………………………………………iii
ACKNOWLEDGEMENTS………………………………………v
LIST OF TABLES………………………………………x
LIST OF FIGURES………………………………………xi
CHAPTER ONE INTRODUCTION………………………………………1
1.1 Background and Motivation………………………………………1
1.2 Purpose of the Study and Research Questions………………………………………7
1.3 Definition of Terms………………………………………8
1.4 Gaps in the Literature………………………………………9
1.5 Significance of the Study………………………………………10
1.6 Organization of the Study………………………………………10
CHAPTER TWO LITERATURE REVIEW………………………………………11
2.1 Captioning Effects on Listening Comprehension………………………………………11
2.2 Different Captions Effect on Listening Comprehension………………………………………12
2.3 Summary of the Literature Review………………………………………15
2.4 Working Memory………………………………………18
2.5 Working Memory Capacity and Multimedia Learning………………………………………21
CHAPTER THREE METHODOLOGY………………………………………23
3.1 Participants Numbers and Condition………………………………………23
3.2 Operation Span Task………………………………………25
3.3 Materials………………………………………28
3.4 A Pilot Test of Target Words………………………………………29
3.5 Instruments………………………………………30
3.6 Procedures………………………………………30
3.7 Data Analysis………………………………………32
CHAPTER FOUR RESULTS………………………………………34
4.1 RQ1: Does Video Caption Types Significantly Affect EFL Learners’ Listening Comprehension?………………………………………34
4.2 RQ2: Does Working Memory Capacity Significantly Affect EFL learners’ Listening Comprehension?………………………………………36
4.3 RQ3: Does a Significant Interaction Effect Exist between Video Caption Type and Working Memory Capacity?………………………………………38
CHAPTER FIVE DISCUSSION AND CONCLUSION………………………………………40
5.1 Summary of the Study………………………………………40
5.2 The Effect of Video Captioning on EFL Low-intermediate Chinese Speaking Students’ Listening Comprehension………………………………………41
5.3 The Effect of Working Memory on EFL Low-intermediate Chinese Speaking Students’ Listening Comprehension………………………………………43
5.4 Pedagogical Implications………………………………………45
5.5 Limitations and Suggestions for Future Research………………………………………46
5.6 Conclusion………………………………………48
REFERENCES………………………………………50
APPENDICES………………………………………58
Appendix 1. Listening Comprehension Test 1………………………………………58
Appendix 2. Listening Comprehension Test 2………………………………………60

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