:::

詳目顯示

回上一頁
題名:前導架構和電影字幕對外語學習者影片理解的效應
作者:楊蕙郁
作者(外文):Hui-Yu Yang
校院名稱:國立高雄師範大學
系所名稱:英語學系
指導教授:陳靖奇
學位類別:博士
出版日期:2013
主題關鍵詞:前導架構雙碼論認知負荷理論聽力字幕鷹架基模Advance OrganizerDual Coding TheoryCognitive Load TheoryListening ComprehensionSubtitlesScaffoldSchema
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:25
本研究目的要探討前導架構和電影字幕對外語學習者的影片理解的影響。並比較三種鷹架的效益及學生對字幕和前導架構的看法。受測者為71名科技大學應用英語系的學生,本研究有三個實驗。在第一個實驗,實驗組看英語發音、英語字幕影片,控制組看英語發音、無字幕影片。結果顯示,實驗組在在總分顯著優於控制組。英語能力和字幕交互作用分析,未達顯著差異。但英語能力和字幕各別顯示顯著差異。實驗組顯著優於控制組。
在第二個實驗,實驗組自行閱讀前導架構,並看英語發音、無字幕影片。控制組無前導架構輔助,即觀看英語發音、無字幕影片。結果顯示,實驗組在總分與控制組相當。英語能力和前導架構交互作用分析,達顯著差異。實驗組的低成就組顯著優於控制組的低成就組。控制組的中階組顯著優於實驗組的對手。
在第三個實驗,實驗組經由老師輔助閱讀前導架構,並看英語發音、無字幕影片。控制組無前導架構輔助,即觀看英語發音、無字幕影片。結果顯示,實驗組在總分得分顯著優於控制組。英語能力和前導架構交互作用分析,未達顯著差異。高中低三組得分,未達顯著差異。但實驗組顯著優於控制組。
實驗組事後填寫態度問卷,且少數受測者接受訪談,實驗組對字幕和前導架構有正面及負面兩種的看法。對字幕的偏好遠顯著高於對無輔助的前導架構的偏好。相較於實驗組,控制組普遍有較高的學習焦慮和較低的自信心。
本研究假設未獲得支持,前導架構的效益不如預期,在某些程度上對外語學習者觀看英文影片時沒有助益,反倒構成負面效應。鷹架效應也與原始假設有所出入,所有學生都可由鷹架受益,並不侷限於低成就組。
The present study was to investigate the effects of subtitles and advance organizers on EFL learners’ listening comprehension of videos. Three types of scaffold were examined. There were three experiments. In the first experiment, the experimental group watched subtitled videos, while the control group watched non-subtitled videos. The results showed that the experimental group outperformed the control group in the total score. The interaction analysis between English proficiency and experimental treatment did not show significant difference.
In experiment two, the experimental group was exposed to the unaided advance organizers before watching non-subtitled video clips. The control group watched non-subtitled video clip without the advance organizers. The results showed that the experimental group did not outperform the control group in the comprehension tests. However, a significant interaction was found between English levels and advance organizers.
In experiment three, the experimental group was exposed to aided advance organizers before watching non-subtitled English video clips. The control group read nothing before watching non-subtitled English video clips. The results showed that the experimental group significantly outperformed the control group in the total score. However, no significant interaction was found between students’ language levels and treatments.
Students’ responses in the attitude questionnaire revealed that the experimental group held both positive and negative attitudes towards subtitles and advance organizers. The results did not support the hypotheses, the advance organizers were not as beneficial as expected, but somehow had negative impacts on EFL learners. All levels of students benefited from the scaffolding regardless of English proficiency levels, not particularly low achievers.
REFERENCES
Ambard, P. D., &; Ambard, L. K. (2012). Effects of narrative script advance organizer strategies used to introduce video in the foreign language classroom. Foreign Language Annals, 45(2), 203-228.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Boston: Kluwer Academic Publishers.
Alvermann, D. E. (1981). The compensatory effect of graphic organizers on descriptive text. Journal of Educational Research, 75(1), 44-48.
Ayres, P., &; Sweller, J. (2005). The split-attention principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 135-146). New York: Cambridge University Press.
Beatty, K. (2003). Teaching and researching computer-assisted language learning. London: Pearson.
Borrás, I., &; Lafayette, R. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78(1), 61-75.
Brown, H. D. (2004). Language assessment: principles and classroom practices. New York: Longman.
Brown, H. D. (2000). Principles of language learning and teaching. New York: Longman.
Brunyé, T. T., Taylor, H. A., &; Rapp, D. N. (2008). Repetition and dual coding in procedural multimedia presentations, Applied Cognitive Psychology, 22,877-895.
Buck, G. (2001). Assessing listening. New York: Cambridge University Press.
Canham, M., &; Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20, 155-166.
Carroll, D. W. (1999). Psychology of language. New York: Brooks/Cole Publishing Company.
Chang, C. H. (1991). Contemporary psychology, Taipei: Tung-Hua.
Chang, C. C., Tseng, K. H., &; Tseng, J. S. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers and Education, 57, 2313-2321.
Chen, I. J., Chang, C. C., &; Yen, J. C. (2012). Effects of presentation mode on mobile language learning: a performance efficiency perspective. Australasian Journal of Educational Technology, 28(1), 122-137.
Chen, N. S., Hsieh, S. W., &; Kinshuk (2008). Effects of short term memory and content representation type on mobile language learning. Language Learning and Technology, 12 (3), 93-113.
Christie, D. L., &; Schumacher, G. M. (1976). Some conditions surrounding the effectiveness of advance organizers for children’s retention of orally presented prose. Journal of Reading Behavior, 8(3), 299-309
Chung, J. M. (1996). The effects of using advance organizers and captions to introduce video in the foreign language classroom. TESL Canada Journal, 14(1), 61-65.
Chung, J. M. (1999). The effects of using video texts supported with advance organizers and subtitles on Chinese college students' listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295-308.
Chung, J. M. (2002). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals, 35(2), 231-241.
Chung, J. M., &; Huang, S. C. (1998). The effects of three aural advance organizers for video viewing in a foreign language classroom. System, 26, 553-565.
Clark, J. M., &; Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.
Cross, J. (2011). Comprehending news videotexts: The influence of the visual content. Language Learning and Technology, 15(2), 44-68.
Dillon, A., &; Jobst, J. (2005). Multimedia learning with hypermedia. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 569-588). New York: Cambridge University Press.
Eilam, B., &; Poyas, Y. (2008). Learning with multiple representations: Extending multimedia learning beyond the lab. Learning and Instruction, 18, 368-378.
Elkhafaifi, H. (2005). The effect of prelistening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38(4), 505-513.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258.
Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals, 40(1), 62-78.
Grgurovic, M., &; Hegelheimer, V. (2007). Help options and multimedia listening: Students’ use of subtitles and the transcript. Language Learning and Technology, 11(1), 45-66.
Griffin, C. C., Malone, L. D., &; Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 89(2), 98-107.
Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17(1), 51-82.
Guichon, N., &; McLornan, S. (2008). The effects of multimodality on L2 learners: Implications for CALL resource design. System, 36(1), 85-93.
Guillory, H. G. (1998). The effects of key word captions to authentic French video in foreign language instruction. CALICO Journal, 15(1-3), 89-108.
Hanley, J. E., Herron, C. A., &; Cole, S. P. (1995). Using video as an advance organizer to a written passage in the FLES classroom. The Modern Language Journal, 79(1), 57-66.
Harskamp, E. G., Mayer, R. E., &; Suhre, C. (2007). Does the modality principle for multimedia learning apply to science classrooms? Learning and Instruction,17, 465-477.
Hayati, A., &; Hohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192.
Herron, C. (1994). An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. The Modern Language Journal, 78(2), 190-198.
Herron, C. A., Cole, S. P., Corrie, C., &; Dubriel, S. (1999). The effectiveness of a video-based curriculum in teaching culture. The Modern Language Journal, 83(4), 518-533.
Herron, C. A., Dubriel, S., Corrie, C., &; Cole, S. P. (2002). A classroom investigation: Can video improve intermediate-level French language students' ability to learn about a foreign culture? The Modern Language Journal, 86(1), 36-53.
Herron, C., York, H., Cole, S. P., &; Linden, P. (1998). A comparison study of student retention of foreign language video: Declarative versus interrogative advance organizer. Modern Language Journal, 82, 237-247.
Herron, C. A., Hanley, J. E. B., &; Cole, S. P. (1995). A comparison study of two advance organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79(3), 387-395.
Hirsch, E. D. (1987). Cultural literacy— What every American needs to know. Boston: Houghton Mifflin.
Horz, H., &; Schnotz, W. (2010). Cognitive load in learning with multiple representations. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 229-252). New York: Cambridge University Press.
Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items, Language Learning and Technology, 8(3), 122-143.new window
Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 48-64). New York: Cambridge University Press.
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.
Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12, 1-10.
Kloster, A. M., &; Winne, P. H. (1989). Effects of different types of organizers on students’ learning from text. Journal of Educational Psychology, 81(1), 9-15.
Kovalik, C. L., &; Williams, M. A. (2011). Cartoons as advance organizer. Journal of Visual Literacy, 30(2), 40-64.
Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
Langang-Fox, J., Platania-Phung, C., &; Waycott, J. (2006). Effects of advance organizers, mental models and abilities on task and recall performances using a mobile phone network. Applied Cognitive Psychology, 20, 1143-1165.
Latifi, M., Mobalegh, A., &; Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help? The Journal of Language Teaching and Learning, 1(2), 18-29.
Lin, H., Kidwai, K., Munyofu, M., Swain, J., Ausman, B., &; Dwyer, F. (2005). The effect of verbal advance organizers in complementing animated instruction. Journal of Visual Literacy, 25(2), 237-248.
Lin, H., &; Chen, T. (2006). Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organizers in facilitating EFL learners’ comprehension of an animation-based content lesson. System, 34, 416-431.
Lin, H., &; Chen, T. (2007). Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning and Technology, 11(3), 83-106.
Lin, H., Chen, T., &; Dwyer, F. M. (2006). Effects of static visuals and computer-generated animations in facilitating immediate and delayed achievement in the EFL classroom. Foreign Language Annals, 39(2), 203-219.
Lin, H., Dwyer, F., &; Swain, J. (2006). The effect of varied cognitive strategies used to complement animated instruction in facilitating achievement of higher order learning objectives. International Journal of Teaching and Learning in Higher Education, 18(3), 155-167.
Lin, H., Ching, Y. H., Hsu, Y. C., &; Dwyer, F. (2010). Learning from animation: The effect of prior knowledge and navigation mode. International Journal of Instructional Media, 37(2), 201-212.
Low, R., &; Sweller, J. (2005). The modality principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 147-158). New York: Cambridge University Press.
MacDonald, M., Badger, R., &; White, G. (2000). The real thing?: Authenticity and academic listening. English for Specific Purposes, 19,253-267.
Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals. 32(3). 321-328.
Markham, P., &; Peter, L. (2002-2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems. 31(3), 331-341.
Markham, P. L., Peter, L. A., &; McCarthy, T. J. (2001). The effects of native language vs. target language subtitles on foreign language students' DVD video comprehension. Foreign Language Annals, 34(5), 439-445.
Mayer, R. E., &; Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Mayer, R. E., &; Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 131-152). New York: Cambridge University Press.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mayer, R. E. (2005a). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). New York: Cambridge University Press.
Mayer, R. E. (2005b). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 169-182). New York: Cambridge University Press.
Mayer, R. E. (2005c). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 183-200). New York: Cambridge University Press.
Mayer, R. E. (2005d). Principles of multimedia learning based on social cues: Personalization, voice, and image principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201-214). New York: Cambridge University Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.
Mayer, R. E. (1980). Elaboration techniques that increase the meaningfulness of technical text: An experimental test of the learning strategy hypothesis. Journal of Educational Psychology, 72, 770-784.new window
Merkt, M., Weigand, S., Heier, A., &; Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21, 687-704.
Michel, E., &; Roebers, C. M. (2008). Children’s knowledge acquisition through film: influence of programme characteristics. Applied Cognitive Psychology, 22, 1228-1244.
Mohammadi, M., Moenikia, M., &; Babelan, A. Z. (2010). The role of advance organizer on English language learning as a second language. Procedia Social Behavioral Sciences, 2, 4667-4671.
Moreno, R., &; Park, B. (2010). Cognitive load theory: historical development and relation to other theories. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 9-28). New York: Cambridge University Press.
Moreno, R., &; Mayer, R. E. (2010). Techniques that increase generative processing in multimedia learning: Open questions for cognitive load research. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 153-177). New York: Cambridge University Press.
Mortazavi, S. M. (2011). The relationship between time lapse between introducing lexical advance organizers and video viewing, and comprehension in a foreign language classroom. Procedia Social and Behavioral Sciences, 15, 2023-2027.
Plass, J. L. (1998). Design and evaluation of the user interface of foreign language multimedia software: A cognitive approach. Language Learning and Technology, 2(1), 40-53.
Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41(2), 87-98.
Renkl, A., &; Atkinson, R. K. (2010). Learning from worked-out examples and problem solving. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 91-108). New York: Cambridge University press.
Renkl, A. (2005). The worked-out examples principle in multimedia. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 229-246). New York: Cambridge University Press.
Richards, J. C., &; Rodgers, T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
Rifkin, B. (2000). Video in the proficiency-based advanced conversation class: an example from the Russian-language curriculum. Foreign Language Annals, 33(1), 63-70.
Rost, M. (2002). Teaching and researching listening. New York: Longman.
Rost, M. (1990). Listening in language learning. New York: Longman.
Sadoski, M., &; Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. NJ: Lawrence Erlbaum Associates.
Scheiter, K., Gerjets, P., Huk, T., Imhof, B., &; Kammerer, Y. (2009). The effects of realism in learning with dynamic visualizations. Learning and Instruction, 19, 481-494.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49-70). New York: Cambridge University Press.
Schuler, A., Scheiter, K., Rummer R., &; Gerjets, P. (2012). Explaining the modality effect in multimedia learning: Is it due to a lack of temporal contiguity with written text and pictures? Learning and Instruction, 22, 92-102.
Schumacher, G. M., Liebert, D., &; Fass, W. (1975). Textual organizer, advance organizers and the retention of prose material. Journal of Reading Behavior, 7(2), 173-180.
Schwan, S., &; Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14, 293-305
Secules, T., Herron, C., &; Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76(4), 480-490.
Seufert, T., Schutze, M., &; Brunken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19, 28-42.
Sildus, T. I. (2006). The effect of a student video project on vocabulary retention of first-year secondary school German students. Foreign Language Annals, 39(1), 54-70.
Simmons, D. C., Griffin, C. C., &; Kameenui, E. J. (1988). Effects of teacher-constructed pre-and post-graphic organizer instruction on sixth-grade science students’ comprehension and recall. The Journal of Educational Research, 82(1),15-21.
Stahl, S. A., &; Jacobson, M. G. (1986). Vocabulary difficulty, prior knowledge, and text comprehension. Journal of Reading Behavior, 18(4), 309-323.
Stewart, M. A., &; Pertusa, I. (2004). Gains to foreign language while viewing target language closed caption films. Foreign Language Annals, 37(3), 438-443.
Stone, C. L. (1983). A Meta-analysis of advance organizer studies. The Journal of Experimental Education, 51(4), 194-199.
Swaffar, J., &; Vlatten, A. (1997). A sequential model for video viewing in the foreign language curriculum. The Modern Language Journal, 81(2), 175-188.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In J. L. Plass, R. Moreno &; R. Brunken (Eds.), Cognitive load theory (pp. 29-47). New York: Cambridge University Press.
Sweller, J. (2005a). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). New York: Cambridge University Press.
Sweller, J. (2005b). The redundancy principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 159-168). New York: Cambridge University Press.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50-73.
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422-427.
Teichert, H. U. (1996). A comparative study using illustrations, brainstorming, and questions as advance organizers in intermediate college German conversation classes. The Modern Language Journal, 80(4), 509-517.
Townsend, M. A. R., &; Clarihew, A. (1989). Facilitating children’s comprehension through the use of advance organizers. Journal of Reading Behavior, 21(1), 15-35.
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14(3-4), 305-319.
van Merriënboer, J. J. G., &; Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 71-96). New York: Cambridge University Press.
Wagner, E. (2007). Are they watching? test-taker viewing behavior during an L1 video listening test. Language Learning and Technology, 11(1), 67-86.new window
Warschauer, M., &; Kern, R. (2000). Network-based language teaching: Concepts and practice. New York: Cambridge University Press.
Weyers, J. R. (1999). The effect of authentic video on communicative competence. The Modern Language Journal, 83(3), 339-349.
Wilberschied, L., &; Berman, P. M. (2004). Effects of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534-540.
Williams, H., &; Thorne, D. (2002). The value of teletext subtitling as a medium for language learning. System, 28, 217-228.
Winke, P., Gass, S., &; Sydorenko, T. (2010). The effect of captioning videos used for foreign language listening activities. Language Learning and Technology,14(1), 65-86.
Wood, D., Bruner, J., &; Ross, C. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89-100
Wu, M. L. &; Tu, J. T. (2006). SPSS and statistical application analysis. Taipei: Wu Nan.
Vygotsky, L. S. (1986). Thought and language. Cambridge, Mass: MIT press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.



 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
QR Code
QRCODE