前置組織因子應用於影片教學之研究

Abstract

本研究在探討前置組織因子應用於影片教學中的效果以及學生對於前置組織因子和透過影片學習外語的看法。本研究所探討的兩種前置組織因子為圖像輔助以及生字教學。 111位台灣高職學生受邀參與這項研究。首先，學生分別接受圖像輔助以及生字教學，接著觀看影片，之後完成一份紙筆測驗；測驗的題目是針對影片內容設計出的十題選擇題，目的是要測量學生對於影片內容的了解程度。在經歷兩種前置組織因子教學，觀看影片，以及完成紙筆測驗之後，學生最後填寫了一份問卷；問卷的第一部分調查學生的性別、姓名、年齡、學習英文的時間長短、以及以前是否已經看過本研究所使用的影片，問卷的第二及第三部分是要探究學生對於兩種前置組織因子的看法、喜好程度，以及對於透過影片學習外語的看法和建議。資料以SPSS軟體作統計分析。 研究結果顯示：第一，整體而言，兩種前置組織因子都能有效的幫助學生了解影片內容，然而圖像輔助的效果優於生字教學。第二，學生對於兩種前置組織因子都持有正面的看法，然而學生對於生字教學的喜好程度超越圖像輔助。第三，學生對於透過影片學習英文表示支持，但是學生希望老師能從旁提供適當的輔助。本研究針對結果將對前導組織因子提出討論以提升學生的英語聽力並且促進影片教學品質。

Listening is the most frequently used skill in daily communication as well as in language classrooms. Applying authentic materials through foreign videos to enhancing listening ability is becoming popular. This study compares the effect of two advance organizers—visual contextual cues and vocabulary pre-teaching—on Taiwanese vocational high school students’ comprehension of English videos. In addition, students’ attitude toward the advance organizers and learning English through video viewing are also investigated. 111 EFL students with low language proficiency participated in the study. They were first presented with the two advance organizers and then viewed the videos twice. After video viewing, students were required to finish multiple choice comprehension tests and a questionnaire. Latin Square Design was employed in data collection, and the collected data were statistically analyzed. The result shows that both of the advance organizers are effective in facilitating comprehension. However, visual contextual cues led to more effective comprehension. Besides, students liked both the advance organizers, but they showed more fondness for vocabulary pre-teaching. Finally, students appreciated learning English through video viewing, and yet they expected teachers’ support. Implications of employing advance organizers and the use of videos for comprehension are discussed.