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題名 影片標註聽力複習系統輔助英語聽力訓練成效之有效行為模式研究
Research on Mining Effective Behavior Patterns of the Video-Annotated Listening Review System to Support English Listening Training作者 蘇怡甄
Su, Yi-Zhen貢獻者 陳志銘
Chen, Chih-Ming
蘇怡甄
Su, Yi-Zhen關鍵詞 英語聽力訓練
英語聽力理解
學習行為模式
行為歷程分析
滯後序列分析
循序樣式探勘
English listening training
English listening comprehension
learning behavior pattern
behavior process analysis
lag sequential analysis
sequential pattern mining日期 2019 上傳時間 7-Aug-2019 16:28:16 (UTC+8) 摘要 隨著全球化的發展，英語已成為國際間交流的最主要溝通語言，而提升英語聽力對於促進溝通尤為重要。而電腦輔助語言學習已成為科技時代的語言學習趨勢，為英語學習者提供了新的學習方法。本研究發展「影片標註聽力複習系統」(Video-Annotated Listening Review System)以提供英語聽力學習者多元輔助學習功能，使得學習者得以依據自己的學習需求組合系統功能，進行英語聽力的訓練。然而，隨著系統的功能愈多元，學習者也愈難透過自己的後設認知能力全面掌握系統的各項功能，並組合出有效的學習模式輔助自身英文聽力的訓練。因此，本研究透過行為歷程分析技術－滯後序列分析與循序樣式探勘方法，進一步深入探索學習者使用系統進行英語聽力學習的過程，找出不同特質學習者對於各項系統功能使用的組織方式，從中探勘出不同特質學習者的有效學習行為模式。本研究採用單組前實驗設計研究，隨機選取臺北市某國立高中一年級共33名學生為研究對象，進行「影片標註聽力複習系統」輔以英語聽力訓練，並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為，並以學習成效、英語聽力先備能力以及模糊容忍度作為背景變項，探討三種不同背景變項的學習者，在學習行為模式上是否具有顯著行為差異，以探勘出使用「影片標註聽力複習系統」輔以英語聽力訓練之有效之行為模式，作為促進使用者進行有效學習的參考。研究結果發現，整體高學習成效組別學習者會善用系統提供英文字幕來強化英語聽力，並且在英語聽力訓練的過程中，會先將不熟悉的單字加入單字列表清單內，待影片播放完後再回頭進行單字的中文意思查找，以強化不熟悉單字，並著重在聆聽較完整的內容後再進行複習。此外，高先備高學習成效組別學習者會先將不熟悉的片段進行標記，不急於馬上查詢不熟悉單字與立即進行該段落的即時複習策略。相對的，低先備高學習成效組別學習者則會頻繁透過雙語字幕的開關功能，以及「即時複習」的學習模式來輔助理解影片內容。最後基於研究結果，本研究提出系統改善與教學建議，以及未來可以繼續發展的研究方向。
Along with the development of globalization, English has become the major communication language internationally. The promotion of English listening is especially important for facilitating communication. Computer-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English learners. A “Video-Annotated Listening Review System” is developed in this study to provide English listening learners with multi-assisted learning functions so that learners could combine the system function according to the learning needs for the English listening training. Along with multiple functions of the system, learners could hardly comprehensively grasp various functions of the system and combine effective learning pattern through the meta-cognition ability to assist in the English listening training. With the behavior process analysis technology, lag sequential analysis and sequential pattern mining, this study intends to deeply explore the process of learners using the system for English listening learning, find out the organization method of learners with different personality for using various system functions, and mine the effective learning behavior patteren of learners with different personality.With single-group pre-experimental research, 33 G10 students in a senior high school in Taipei City are randomly selected for the “Video-Annotated Listening Review System” assisted English listening training. Behavior process recording technology is also utilized for completely recording each learner’s system operation behaviors. Learning effectiveness, English listening prior ability, and tolerance of Ambiguity are regarded as the background variables to discuss the significant behavior differences in the learning behavior pattern among learners with the three background variables. It is expected to mine the effective behavior pattern with the “Video-Annotated Listening Review System” assisted English listening training as the reference for enhancing users’ effective learning.The research results reveal that learners with high learning effectiveness would well utilize the English caption provided by the system to reinforce the English listening. Besides, they would add unfamiliar vocabulary in the vocabulary list during the English listening training process and look up the Chinese meanings of such vocabulary after completing the video to reinforce the unfamiliar vocabulary. They stress on the review after listening the complete content. Furthermore, learners with high prior ability and high learning effectiveness would mark unfamiliar clips, but not immediately look up unfamiliar vocabulary and real-time review such clips. On the contrary, learners with low prior ability but high learning effectiveness would frequently use the switch function of bilingual captions and “immediate review” learning pattern for comprehending the video content. Based on the research result, suggestions for the system and teaching improvement and future research directions are proposed in this study.參考文獻 中文文獻林美鳳（2019）。影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究（未出版之碩士論文）。國立政治大學圖書資訊與檔案學研究所，臺北市。陳勇汀（2017）。循序樣式探勘：以Python的PrefixSpan實作 / Implement Sequential Pattern Mining with PrefixSpan in Python。檢自http://blog.pulipuli.info/2017/08/pythonprefixspan-implement-sequential.html陳勇汀（2017）。行為順序檢定：滯後序列分析 / Behavior Analysis: Lag Sequential Analysis。檢自https://pulipulichen.github.io/HTML-Lag-Sequential-Analysis/英文文獻AbuSeileek, A. F. (2007). Cooperative vs. Individual Learning of Oral Skills in a CALL Environment. Computer Assisted Language Learning, 20(5), 493-514. doi:10.1080/09588220701746054Bacon, S. (1992). 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國立政治大學
圖書資訊與檔案學研究所
106155011資料來源 http://thesis.lib.nccu.edu.tw/record/#G1061550111 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 蘇怡甄 zh_TW dc.contributor.author (Authors) Su, Yi-Zhen en_US dc.creator (作者) 蘇怡甄 zh_TW dc.creator (作者) Su, Yi-Zhen en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 16:28:16 (UTC+8) - dc.date.available 7-Aug-2019 16:28:16 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 16:28:16 (UTC+8) - dc.identifier (Other Identifiers) G1061550111 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124834 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊與檔案學研究所 zh_TW dc.description (描述) 106155011 zh_TW dc.description.abstract (摘要) 隨著全球化的發展，英語已成為國際間交流的最主要溝通語言，而提升英語聽力對於促進溝通尤為重要。而電腦輔助語言學習已成為科技時代的語言學習趨勢，為英語學習者提供了新的學習方法。本研究發展「影片標註聽力複習系統」(Video-Annotated Listening Review System)以提供英語聽力學習者多元輔助學習功能，使得學習者得以依據自己的學習需求組合系統功能，進行英語聽力的訓練。然而，隨著系統的功能愈多元，學習者也愈難透過自己的後設認知能力全面掌握系統的各項功能，並組合出有效的學習模式輔助自身英文聽力的訓練。因此，本研究透過行為歷程分析技術－滯後序列分析與循序樣式探勘方法，進一步深入探索學習者使用系統進行英語聽力學習的過程，找出不同特質學習者對於各項系統功能使用的組織方式，從中探勘出不同特質學習者的有效學習行為模式。本研究採用單組前實驗設計研究，隨機選取臺北市某國立高中一年級共33名學生為研究對象，進行「影片標註聽力複習系統」輔以英語聽力訓練，並使用行為歷程記錄技術完整記錄每個學習者的系統操作行為，並以學習成效、英語聽力先備能力以及模糊容忍度作為背景變項，探討三種不同背景變項的學習者，在學習行為模式上是否具有顯著行為差異，以探勘出使用「影片標註聽力複習系統」輔以英語聽力訓練之有效之行為模式，作為促進使用者進行有效學習的參考。研究結果發現，整體高學習成效組別學習者會善用系統提供英文字幕來強化英語聽力，並且在英語聽力訓練的過程中，會先將不熟悉的單字加入單字列表清單內，待影片播放完後再回頭進行單字的中文意思查找，以強化不熟悉單字，並著重在聆聽較完整的內容後再進行複習。此外，高先備高學習成效組別學習者會先將不熟悉的片段進行標記，不急於馬上查詢不熟悉單字與立即進行該段落的即時複習策略。相對的，低先備高學習成效組別學習者則會頻繁透過雙語字幕的開關功能，以及「即時複習」的學習模式來輔助理解影片內容。最後基於研究結果，本研究提出系統改善與教學建議，以及未來可以繼續發展的研究方向。 zh_TW dc.description.abstract (摘要) Along with the development of globalization, English has become the major communication language internationally. The promotion of English listening is especially important for facilitating communication. Computer-assisted language learning, being the language learning trend in the technology era, provides new learning methods for English learners. A “Video-Annotated Listening Review System” is developed in this study to provide English listening learners with multi-assisted learning functions so that learners could combine the system function according to the learning needs for the English listening training. Along with multiple functions of the system, learners could hardly comprehensively grasp various functions of the system and combine effective learning pattern through the meta-cognition ability to assist in the English listening training. With the behavior process analysis technology, lag sequential analysis and sequential pattern mining, this study intends to deeply explore the process of learners using the system for English listening learning, find out the organization method of learners with different personality for using various system functions, and mine the effective learning behavior patteren of learners with different personality.With single-group pre-experimental research, 33 G10 students in a senior high school in Taipei City are randomly selected for the “Video-Annotated Listening Review System” assisted English listening training. Behavior process recording technology is also utilized for completely recording each learner’s system operation behaviors. Learning effectiveness, English listening prior ability, and tolerance of Ambiguity are regarded as the background variables to discuss the significant behavior differences in the learning behavior pattern among learners with the three background variables. It is expected to mine the effective behavior pattern with the “Video-Annotated Listening Review System” assisted English listening training as the reference for enhancing users’ effective learning.The research results reveal that learners with high learning effectiveness would well utilize the English caption provided by the system to reinforce the English listening. Besides, they would add unfamiliar vocabulary in the vocabulary list during the English listening training process and look up the Chinese meanings of such vocabulary after completing the video to reinforce the unfamiliar vocabulary. They stress on the review after listening the complete content. Furthermore, learners with high prior ability and high learning effectiveness would mark unfamiliar clips, but not immediately look up unfamiliar vocabulary and real-time review such clips. On the contrary, learners with low prior ability but high learning effectiveness would frequently use the switch function of bilingual captions and “immediate review” learning pattern for comprehending the video content. Based on the research result, suggestions for the system and teaching improvement and future research directions are proposed in this study. en_US dc.description.tableofcontents 目次 i表目次 iii圖目次 v第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 6第三節 研究問題 7第四節 研究範圍與限制 8第五節 名詞解釋 9第二章 文獻探討 11第一節 電腦輔助語言學習 11第二節 英語聽力策略與影響聽力相關因素之探討 14第三節 學習行為模式與分析方法 18第三章 研究設計與實施 24第一節 研究架構 24第二節 研究方法 27第三節 研究對象 28第四節 研究工具 30第五節 實驗流程 38第六節 行為編碼 41第七節 資料蒐集與分析 43第八節 研究實施步驟 46第四章 實驗分析與結果 48第一節 整體學習者之學習成效分析 48第二節 高低不同學習成效學習者的行為模式差異分析 50第三節 高低不同先備英語聽力學習者的行為模式差異分析 60第四節 高低先備英語聽力學習者之高低不同學習成效組別的行為模式差異分析 71第五節 高低不同模糊容忍度學習者的行為模式差異分析 84第六節 綜合討論 93第五章 結論與建議 99第一節 結論 99第二節 系統改善與教學建議 101第三節 未來研究方向 103【附錄一】參與研究同意書 104【附錄二】第二語言模糊容忍度量表 105【附錄三】英語聽力理解成效測驗－前測 107【附錄四】英語聽力理解成效測驗－後測 109參考文獻 111 zh_TW dc.format.extent 2327893 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1061550111 en_US dc.subject (關鍵詞) 英語聽力訓練 zh_TW dc.subject (關鍵詞) 英語聽力理解 zh_TW dc.subject (關鍵詞) 學習行為模式 zh_TW dc.subject (關鍵詞) 行為歷程分析 zh_TW dc.subject (關鍵詞) 滯後序列分析 zh_TW dc.subject (關鍵詞) 循序樣式探勘 zh_TW dc.subject (關鍵詞) English listening training en_US dc.subject (關鍵詞) English listening comprehension en_US dc.subject (關鍵詞) learning behavior pattern en_US dc.subject (關鍵詞) behavior process analysis en_US dc.subject (關鍵詞) lag sequential analysis en_US dc.subject (關鍵詞) sequential pattern mining en_US dc.title (題名) 影片標註聽力複習系統輔助英語聽力訓練成效之有效行為模式研究 zh_TW dc.title (題名) Research on Mining Effective Behavior Patterns of the Video-Annotated Listening Review System to Support English Listening Training en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻林美鳳（2019）。影片標註學習暨複習系統輔以單字學習機制對於英語聽力理解成效之影響研究（未出版之碩士論文）。國立政治大學圖書資訊與檔案學研究所，臺北市。陳勇汀（2017）。循序樣式探勘：以Python的PrefixSpan實作 / Implement Sequential Pattern Mining with PrefixSpan in Python。檢自http://blog.pulipuli.info/2017/08/pythonprefixspan-implement-sequential.html陳勇汀（2017）。行為順序檢定：滯後序列分析 / Behavior Analysis: Lag Sequential Analysis。檢自https://pulipulichen.github.io/HTML-Lag-Sequential-Analysis/英文文獻AbuSeileek, A. 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