[[alternative]]電影與廣播對英聽的影響

碩士[[abstract]]在台灣，英語並非被列為官方語，以至於大多數英語聽力學習者在日常生活中，因環境實質上缺乏適當且充足的語言交流刺激，而造就其學習動機之銳減。有鑑於此，英語教學者應妥善構思有效用的英語聽力學習方式，來啟發性地輔佐聽力學習意願之建立與增進。為了成就此教學標的，本實驗與淡江大學之兩班大一生合作，人數總計一百一十七位，個別來自於非英語系為主修之兩門學系，組別(一)為電機工程學系，組別(二)為化學系生化組，經由為期十三周之同步訓練，雙方個別接收其分配之多媒體聽力題材，組別(一)為電影聽力題材，組別(二)為廣播聽力題材，為了有效提出教學法上恰當的實際應用，這兩種不同模式的學習成效也經由先後三份測試和問卷訪查之分析結果來評比其優異，此三份測試之試題內容皆來自於全民英檢中級聽力測驗，研究結果顯示，相較於廣播題材裡語言之單一聽覺輸入，電影題材中，視訊畫面能賦予英聽學習者雙重感官輸入，而此同步化之視聽輸入能更有助於聽力學習者在解讀耳聞語言資訊與建立良好學習意願。因此，教學法上應妥善運用視覺輔助來協助英聽者在學習策略能力上的增進，適時克服因對語言或文化上不熟悉而導致形成之聽力障礙，進而之，有效提升英語聽力之理解程度。[[abstract]]In Taiwan, an EFL learning context in which the lack of sufficient available English-speaking auditory stimuli generally de-motivates many capable learners to diligently improve increasable listening skills. It is, thus, significant for teaching facilitators to thoughtfully provide inexperienced listeners with certain motivational and effective learning alternatives. To ideally fulfill such instructional requirement, this study attempted to present a total of 117 freshmen, from two non English major departments in Tamkang University, with the respectively well-designed multimedia-utilized listening materials: segmental film scenes and abridged broadcasting programs. 70 Electrical Engineering Department participants from Experimental Group 1 were provided with movie-viewing listening materials. Experimental Group 2, in which 47 subjects enrolled in the Department of Chemistry-Chemistry and Biochemistry Division, received broadcasting listening materials. The respective learning outcomes of these two programs were also comparatively investigated to pedagogically suggest the proper listening learning manner. Through the simultaneous 13-week term of listening training, the GEPT Intermediate level listening comprehension tests were utilized as the evaluative instruments, and the results of pretest, mid-test, posttest, and a survey were respectively as well as comparatively analyzed, afterwards. The results manifested that the extra presence of films’ visualized supplements could better assist the participants from Experimental Group 1 in decoding aurally received messages and in building up positive learning motivation. It is recommended that the pedagogically adequate employment of pictorial implements could successfully improve listening comprehension by the advantageous provision of visually strategic aids for unseasoned listeners to compensate for certain deficient knowledge areas such as the unfamiliarity with the target language’s culturally multi-faceted phenomena.[[tableofcontents]]TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 1.1 Overview of English Listening Learning 1.1.0 General Pedagogical Considerations for English Listening Learning 1.1.1 Specific Pedagogical Considerations for English Listening Learning 1.2 Statement of the Problem 1.3 Statement of the Purpose II. LITERATURE REVIEW 17 2.1 General Pedagogical Considerations for the Alternative Listening Materials 17 2.1.0 The Brief Description 17 2.1.1 The Characteristics of a Good Language Learner 17 2.1.2 English Listening Learning 18 2.1.3 English as a Foreign Language (EFL) Environment 22 2.1.4 Learning Motivation 23 2.1.5 The Language-Culture Connection 25 2.1.6 Attitude 27 2.1.7 Meaningful Learning 28 2.1.8 Learning Strategies 29 2.1.9 Pragmatics 33 2.1.10 Incidental Learning 35 2.2 Specific Pedagogical Implications for Movie-Watching Listening Materials 36 2.2.0 The Brief Description 36 2.2.1 Learning Strategies 36 2.2.2 Pragmatics 37 2.2.3 Visual vs. Auditory Learning Style 39 2.2.4 Visual Aids 40 2.2.5 The Human Brain’s Right Hemisphere Function 42 2.2.6 Multiple Intelligences and Emotional Intelligence 43 2.2.7 Field Dependence (FD) vs. Field Independence (FI) Domination 44 2.2.8 McLaughlin’s Attention-Processing Model 46 2.2.9 Nonverbal Communication 47 III. METHODOLOGY 49 3.1 Overview 49 3.2 Participants 49 3.3 Materials 50 3.4 Instruments 56 3.4.1 Pretest and Posttest: See Appendix 1, 2, 3, and 4 56 3.4.2 Comprehension Question Sheets: See Appendix 5 59 3.4.3 Survey (Listening Material Selection): See Appendix 6 60 3.4.4 Survey (Listening Learning via Multimedia Utilization): See Appendix 7 61 3.5 Procedure 62 3.6 Data Collection and Data Analysis 66 IV. RESULTS 67 V. DISCUSSION 86 REFERENCES 96 Appendixes 1. Prest and Posttest (GEPT Intermediate Level Listening Comprehension Test) 106 2. Pretest and Posttest (GEPT Intermediate Level Listening Comprehension Test)—The Printed Texts Of Soundtracks 115 3. Comprehension Question Sheets 123 4. Survey (Listening Material selection) 143 5. Survey (listening learning via multimedia uttilization) 146 6. LTTC’s Announcement Of The Downloadable Avaliability Of The Provided GEPT Forms 149 LIST OF TABLES Table 1. The Comparative Mean Score of Pretest and Posttest 68 Table 2. Independent T-test Results on the Comparative Scorings in the Pretest 70 Table 3. Independent T-test Results on the Comparative Scorings in the Posttest 73 Table 4. Comparative Scores of the Survey (Listening Learning via Multimedia Utilization) 79 Table 4. 1 Film / Broadcasting Learning Efficiency 81 Table 4. 2 Learning Materials’ Satisfaction 81 Table 4.3 Learning Barriers’ Encountered Frequency 82 Table 4.4 Listening Ability’s Improvement 82 Table 4.5 Cultural Knowledge Enrichment 83 Table 4.6 Learning Motivation Enhancement 83 Table 4.7 Attention Span Prolongation 84 Table 4.8 Incidental Learning Achievement 84 Table 4.9 Holistic Learning Effectiveness 85 Table 4.10 Others 85 Table 5. Independent T-test Results of the Pretest 88 Table 6. Independent T-test Results of the Posttest 88 LIST OF FIGURES Figure 1. Comparative Mean Scores of Pretest and Posttest 69 Figure 2. Degrees of Freedom in the Pretest 71 Figure 3. T-Value in the Pretest 71 Figure 4. Degrees of Freedom in the Posttest 74 Figure 5. T-Value in the Posttest 74 [[note]]學號: 695110683, 學年度: 9