視覺輔助與文類對英語聽力理解之影響

Abstract

本研究旨在探討視覺輔助以及文章類別對於英語聽力理解之影響。視覺輔助方式分為有影片輔助與沒有影片輔助兩種方式，而文章類別則包括獨白與對話兩種文類。除探討此兩種變項對聽力之影響及其可能之交互作用外，本研究並根據問卷資料探討受試者對於影片輔助整體效能的看法以及影片中對聽力有所助益的因子。 本研究以台北市某國中二年級八個班作為研究對象，採隨機分配方式將八個班級分為獨白組和對話組，每一組中各有四個班級。每一組學生都會聽四篇相同文類的文章，其中兩篇僅播放聲音檔，其餘兩篇則會搭配影片。聽完每篇文章後，學生接著回答對應的聽力理解測驗。在完成所有實驗後，學生必須填答一份聽後態度調查問卷。問卷第一部份旨在了解學生過去英語學習的背景資料，第二部份則希望了解學生對於影片輔助聽力理解的態度和看法。 本研究主要研究結果如下： (1) 以整體聽力表現而言，視覺輔助加上聽力（亦即影片）對學生的幫助比單聽聲音的幫助顯著。 (2) 以整體聽力表現而言，學生在獨白和對話兩種文類上的表現並無顯著差別。 (3) 視覺輔助和文章類別之間有顯著交互作用。學生在聽對話時搭配影片聽力表現最好，而在聽對話時沒有影片輔助時聽力表現最差。聽獨白時，有沒有影片輔助則無明顯不同。 (4) 根據問卷資料顯示，半數以上學生認為影片的視覺畫面可以輔助聽力理解，尤其是在聽對話時有影片輔佐效果最大。 (5) 大多數學生自小學即開始學習英語，但對自己的聽力卻缺乏信心。也因此大多數的學生反對將聽力測驗納入升高中入學考試中。 (6) 大多數學生認為影片能輔助聽力的學生，覺得影片的視覺畫面可以提供情境相關資訊，清楚呈現對話者的肢體動作和面部表情，同時可以提高聽力文章的真實性。而認為影片沒有太大輔助的學生表示，他們不知如何運用影片所提供的資訊，同時表示影片提供的訊息會干擾他們的聽力理解。 根據研究的結果，影片輔助對於聽力理解有助益，尤其對於對話理解效果最為顯著。因此，本論文建議，英語教師在培養學生聽力時，應善用影片激發學生學習動機，同時應考量聽力文章的特性以提供學生最佳的輔助。此外在影片選擇上，教師應審視影片是否提供足夠且有用的訊息，以期發揮影片的最大功效。

Listening is crucial not only to first language development but also second language acquisition. In recent years, the advanced computer technology has made learning of listening more flexible and accessible. With the help of multimedia, learners can improve their listening ability through video clips, which have greatly changed our ways of learning. Previous studies have shown that a majority of students held positive view toward listening with visuals. However, findings with regard to the effects of visual input are still inconclusive. Likewise, even though some studies have investigated whether text type is an influential factor in listening comprehension, its main effect on listening comprehension is still unclear. Also, relatively little research has focused on the relationship between text types and visual aids, Given the research gaps and the pedagogical need for a more comprehensive understanding of videos as visual input and text types, the present study examined how visual aids may influence junior high school students’ listening comprehension. Additionally, the effects of text types on listening comprehension were also investigated. Based on the purposes of this study, instruments included eight listening texts with comprehension questions, and one attitude questionnaire. In order to examine in what ways visual aids in the form of video clips affect listening comprehension, each text has two versions: audio–only input and audio–visual input. Eight classes from one junior high school were recruited as participants in this study. The classes were randomly divided into monologue and dialogue sub–groups. Though separated into different groups, each sub–group had to listen to four texts of the same text type, but two with audio–only input and two with audio–visual input. After viewing or listening to the assigned texts, listening comprehension questions and the attitude questionnaire were administered in order to better understand the effects of visuals as well as text types and students’ perception of visuals. The quantitative analysis of the comprehension scores was conducted through descriptive statistics and two–way ANOVA to indicate the effects of two sets of variables and their relationship. In addition, the data of the questionnaire were analyzed for students’ attitudes and perceptions towards visual aids. Results of this study showed a significant effect of input presentation modes on listening comprehension and their interaction with text types. However, the main effects of text types on listening comprehension cannot be established. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of visuals. To conclude, this study may be of importance in understanding the dynamic relationship between input types and listening texts, as well as in providing English teachers with a better understanding of how to use different visuals and texts in order to offer learners with best help.