探討同步字幕和全字幕如何影響不同學習行為者的英語聽力理解

Abstract

字幕長期以來被視為有效的第二語言或外語聽力理解輔助工具。然而，由於字幕的瞬時性，並非所有學習者都能在多重輸入並存的情境中有效利用字幕。雖然「完整字幕」（Full Captioning, FC）已在L2領域中廣泛探討，「即時字幕」（Real-Time Captioning, RTC）則主要應用於第一語言環境中，尤其對聽障者（DHH）具正面效果，但在L2學習脈絡中的研究仍付之闕如。本研究旨在探討FC與RTC對EFL學習者在觀看多模態影音教材時的理解效果，並進一步分析學習者的感官偏好（聽覺型 vs. 文字型）是否會調節字幕模式的影響。本研究採用2 × 3因素設計，招募129位CEFR B2程度的EFL學習者，依其感官偏好分組後，隨機指派至三種字幕條件（RTC、FC、無字幕）之一，並完成聽力理解測驗與事後問卷。量化結果顯示，三種字幕模式間在理解表現上無顯著差異，顯示字幕形式本身對聽力理解影響有限；然質性資料指出，在多重輸入並存、且視覺資訊豐富密集的多模態教材中，字幕可能造成分心與認知負荷。此外，感官偏好顯現出邊際顯著的主效應，聽覺型學習者在各字幕條件中皆表現優於文字型學習者。值得注意的是，學習者並未在與其偏好相符的字幕條件下表現最佳，顯示其他認知因素（如內容複雜度與注意力靈活性）亦可能左右字幕的學習成效。本研究呼籲在設計多模態教材時應考量學習者的個別差異，並審慎使用即時字幕於視覺資訊密集的教學情境中。Captions have been widely recognized as effective aids for second or foreign language listening comprehension. However, their transient nature often poses challenges, particularly for learners who struggle to attend to multiple input sources simultaneously. While full captioning (FC) has been extensively studied in L2 contexts, real-time captioning (RTC)—commonly used to support deaf and hard-of-hearing individuals in L1 settings—remains underexplored in L2 listening research. This study examines the effects of RTC and FC on EFL learners’ comprehension of multimodal video input, with a focus on how modality preference (auditory vs. textual verbalizers) moderates these effects. A 2 × 3 factorial design was employed with 129 B2-level EFL university students, who were grouped by modality preference and randomly assigned to one of three captioning conditions: RTC, FC, or no caption (NC). Participants completed a listening comprehension test and a post-viewing questionnaire. Results revealed no significant differences in comprehension scores across captioning modes, suggesting limited impact of caption type alone. Questionnaire data, however, indicated that within multimodal materials containing dense and rich visual information, the presence of captions may contribute to distraction and increased cognitive load. Additionally, a marginal effect of modality preference was found, with auditory verbalizers consistently outperforming textual verbalizers. Interestingly, learners did not benefit most from conditions aligned with their stated preferences, pointing to the influence of other cognitive factors like content complexity and attentional flexibility. These findings emphasize the need for personalized captioning strategies and a cautious approach to RTC use in visually complex learning environments.