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題名 前導組織對影片教學聽力理解的成效—圖像語境線索vs.文字語境關鍵
Effects of Two Advance Organizers on Listening Comprehension in Video Viewing— Pictorial Contextual Cues versus Verbal Contextual Keys
作者 張秀帆
貢獻者 黃淑真
Huang, Shu Chen
張秀帆
關鍵詞 前導組織
advance organizer
日期 2012
上傳時間 2-Sep-2013 17:43:54 (UTC+8)
摘要 本研究旨在探討前導組織(advance organizer)教學對國中生英文聽力理解的影響。關於前導組織的實證研究為數眾多，其中不少分別針對圖像類(pictorial)及文字類(verbal)前導組織對聽力促進、閱讀習得之效用做探討，未見有研究將兩類前導組織的效用一起比較。因此，本實驗採用此兩類前導組織，經量化研究方法，探究「圖像語境線索」(Pictorial Contextual Cues)及「文字語境關鍵」(Verbal Contextual Keys) 對國中生觀看無字幕英語發音影片時聽力理解的影響。
研究對象為台灣北部一所國立高中之國中部三年級三個班的八十七位學生，三個班級皆採常態分班，經隨機指定為兩實驗組及一對照組。實驗歷時四個禮拜，實驗前對三組受試者施以前測—GEPT中級聽力測驗—以得知受試者個別的英文聽力程度。實驗後讓受試者填寫一態度問卷，以得知受試者對前導組織的看法及感想。實驗時，觀看教學影片前，兩個實驗組及一個對照組分別接受「圖像語境線索」(Pictorial Contextual Cues)、「文字語境關鍵」(Verbal Contextual Keys)及「無實驗處理」(No treatment)，前導組織教學後隨即觀看一個約五分鐘長的無字幕英語教學影片(instructional video)。影片觀看後，三組受試者隨即接受研究者根據影片聽力內容自編的測驗，以得知受試者的理解程度。如此的實驗過程重複三次，四個禮拜後，根據三個聽後測驗的結果進行統計分析，本研究主要發現
如下：(1)整體而言，「圖像語境線索」與「文字語境關鍵」分別對國中生觀看無字幕英文教學影片的聽力理解是有幫助的；(2)整體而言，「圖像語境線索」與「文字語境關鍵」對國中生觀看無字幕英文教學影片的聽力理解，兩者間的效用並無顯著差異；(3)大部分受試者對前導組織教學在英文聽力理解的幫助持正向態度，認為前導組織有助於英文聽力理解；(4)相較於「圖像語境線索」，較多受試者願意再接受「文字語境關鍵」前導組織教學的幫助。最後，研究者認為雖額外準備教材需花費許多時間、精力，但能讓學生經由前導組織的幫助，在影片教學中習得“真實語言(real language)”，不僅能藉此促進學生的學習動機，也能讓英文聽力訓練更加有趣、多變。
This study is to investigate the effects of the two advance organizers—pictorial contextual cues and verbal contextual keys—on students’ English listening comprehension. There were many empirical studies examining the effects of pictorial or verbal advance organizers respectively. However, based on the researcher’s literature review, effects of these two distinct types of advance organizers have not been compared. Hence, the researcher intended to find out if the two advance organizers—pictorial contextual cues and verbal contextual keys—facilitate students’ English listening comprehension on watching video clips without captions.

There were 87 9th-grade participants, divided into two experimental groups and one control group, receiving pictorial contextual cues, verbal contextual keys, and no treatment. In the beginning, all participants received a test, i.e. the listening comprehension section of General English Proficiency Test (GEPT) intermediate level. Then, the three groups received their respective treatments in three consecutive weeks. Each time after the treatments, participants watched a 5-minute video clip and took a listening test on the content they just heard. After viewing the three video clips, on the fourth week, participants filled out an attitude questionnaire to express their perceptions of advance organizers. Analyzing the results of the three listening tests and the questionnaire, the researcher found that both groups receiving advance organizers significantly outscored the control group. However, there was no significant difference between the two advance organizers. As for students’ attitude,
more than half of all the participants agreed on the effectiveness of the two advance organizers. Yet, more students in the Verbal Contextual Keys group held positive attitude on receiving the advance organizer again.
Though designing or preparing advance organizers and selecting suitable authentic/instructional video materials may take teachers much extra time and energy, students could be motivated when they learned the “real language.” Moreover, English listening training could be more interesting and diverse.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951007
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951007
資料類型 thesis
dc.contributor.advisor 黃淑真zh_TW
dc.contributor.advisor Huang, Shu Chenen_US
dc.contributor.author (Authors) 張秀帆zh_TW
dc.creator (作者) 張秀帆zh_TW
dc.date (日期) 2012en_US
dc.date.accessioned 2-Sep-2013 17:43:54 (UTC+8)-
dc.date.available 2-Sep-2013 17:43:54 (UTC+8)-
dc.date.issued (上傳時間) 2-Sep-2013 17:43:54 (UTC+8)-
dc.identifier (Other Identifiers) G0098951007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59625-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951007zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在探討前導組織(advance organizer)教學對國中生英文聽力理解的影響。關於前導組織的實證研究為數眾多，其中不少分別針對圖像類(pictorial)及文字類(verbal)前導組織對聽力促進、閱讀習得之效用做探討，未見有研究將兩類前導組織的效用一起比較。因此，本實驗採用此兩類前導組織，經量化研究方法，探究「圖像語境線索」(Pictorial Contextual Cues)及「文字語境關鍵」(Verbal Contextual Keys) 對國中生觀看無字幕英語發音影片時聽力理解的影響。
研究對象為台灣北部一所國立高中之國中部三年級三個班的八十七位學生，三個班級皆採常態分班，經隨機指定為兩實驗組及一對照組。實驗歷時四個禮拜，實驗前對三組受試者施以前測—GEPT中級聽力測驗—以得知受試者個別的英文聽力程度。實驗後讓受試者填寫一態度問卷，以得知受試者對前導組織的看法及感想。實驗時，觀看教學影片前，兩個實驗組及一個對照組分別接受「圖像語境線索」(Pictorial Contextual Cues)、「文字語境關鍵」(Verbal Contextual Keys)及「無實驗處理」(No treatment)，前導組織教學後隨即觀看一個約五分鐘長的無字幕英語教學影片(instructional video)。影片觀看後，三組受試者隨即接受研究者根據影片聽力內容自編的測驗，以得知受試者的理解程度。如此的實驗過程重複三次，四個禮拜後，根據三個聽後測驗的結果進行統計分析，本研究主要發現
如下：(1)整體而言，「圖像語境線索」與「文字語境關鍵」分別對國中生觀看無字幕英文教學影片的聽力理解是有幫助的；(2)整體而言，「圖像語境線索」與「文字語境關鍵」對國中生觀看無字幕英文教學影片的聽力理解，兩者間的效用並無顯著差異；(3)大部分受試者對前導組織教學在英文聽力理解的幫助持正向態度，認為前導組織有助於英文聽力理解；(4)相較於「圖像語境線索」，較多受試者願意再接受「文字語境關鍵」前導組織教學的幫助。最後，研究者認為雖額外準備教材需花費許多時間、精力，但能讓學生經由前導組織的幫助，在影片教學中習得“真實語言(real language)”，不僅能藉此促進學生的學習動機，也能讓英文聽力訓練更加有趣、多變。		zh_TW
dc.description.abstract (摘要) This study is to investigate the effects of the two advance organizers—pictorial contextual cues and verbal contextual keys—on students’ English listening comprehension. There were many empirical studies examining the effects of pictorial or verbal advance organizers respectively. However, based on the researcher’s literature review, effects of these two distinct types of advance organizers have not been compared. Hence, the researcher intended to find out if the two advance organizers—pictorial contextual cues and verbal contextual keys—facilitate students’ English listening comprehension on watching video clips without captions.

There were 87 9th-grade participants, divided into two experimental groups and one control group, receiving pictorial contextual cues, verbal contextual keys, and no treatment. In the beginning, all participants received a test, i.e. the listening comprehension section of General English Proficiency Test (GEPT) intermediate level. Then, the three groups received their respective treatments in three consecutive weeks. Each time after the treatments, participants watched a 5-minute video clip and took a listening test on the content they just heard. After viewing the three video clips, on the fourth week, participants filled out an attitude questionnaire to express their perceptions of advance organizers. Analyzing the results of the three listening tests and the questionnaire, the researcher found that both groups receiving advance organizers significantly outscored the control group. However, there was no significant difference between the two advance organizers. As for students’ attitude,
more than half of all the participants agreed on the effectiveness of the two advance organizers. Yet, more students in the Verbal Contextual Keys group held positive attitude on receiving the advance organizer again.
Though designing or preparing advance organizers and selecting suitable authentic/instructional video materials may take teachers much extra time and energy, students could be motivated when they learned the “real language.” Moreover, English listening training could be more interesting and diverse.		en_US
dc.description.tableofcontents Acknowledgements iv
Chinese Abstract x
English Abstract xii
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 4
Research Questions 5
Significance of This Study 5
Chapter Two: Literature Review 9
Process of Listening Comprehension 9
Bottom-up Processing View and Top-down Interpretation View 10
Schema Theory 12
Using Authentic Video Materials in English Classroom 14
Advance Organizer 17
Pictorial Advance Organizers 19
Verbal Advance Organizers 21
Chapter Three: Methodology 25
Participants 25
Instruments 26
The Listening Comprehension Test—GEPT— 26
intermediate listening comprehension section 26
Listening Comprehension of the Video -- Multiple-choice tests 27
Attitude questionnaire 28
Treatments 29
Advance Organizer—verbal contextual keys 29
Control Group—using none of the two treatments 30
Materials 31
Family Album U.S.A. 31
Procedures 32
Procedures for GEPT test 34
Procedures for giving verbal contextual keys 34
Procedures for giving pictorial contextual cues 34
Procedures for not using any treatments 35
Data Analysis 36
Descriptive Statistic 36
ANCOVA 36
Chapter Four: Results 37
Test Results and the Statistical Analysis 37
Results of the Questionnaire 42
Summary 56
Chapter Five: Discussion and Conclusion 57
Answers to the Research Questions 57
Discussions of the Result 59
Pedagogical Implications of the Study 63
Limitations of the Study 65
Suggestions for Further Research 66
Conclusion 68
Reference 69
Appendices 77
APPENDIX A 77
Scripts of Video Clip 1 77
APPENDIX B 79
Listening Comprehension Test 1 for Video Clip 1 79
APPENDIX C 80
Scripts of Video Clip 2 80
APPENDIX D 82
Listening Comprehension Test 2 for Video Clip 2 82
APPENDIX E 83
Scripts of Video Clip 3 83
APPENDIX F 85
Listening Comprehension Test 3 for Video Clip 3 85
APPENDIX G 86
20 Pictures Shown with 20 Descriptive Sentences for Video 1 86
APPENDIX H 88
20 Pictures Shown with 20 Descriptive Sentences for Video 2 88
APPENDIX I 90
20 Pictures Shown with 20 Descriptive Sentences for Video 3 90
APPENDIX J 92
Key Lines for Video 1 92
APPENDIX K 93
Key Lines for Video 2 93
APPENDIX L 94
Key Lines for Video 3 94
APPENDIX M 95
Questionnaire (Chinese Version)—for Three Groups 95
APPENDIX N 100
Questionnaire (English Version)—for Three Groups 100		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951007en_US
dc.subject (關鍵詞) 前導組織zh_TW
dc.subject (關鍵詞) advance organizeren_US
dc.title (題名) 前導組織對影片教學聽力理解的成效—圖像語境線索vs.文字語境關鍵zh_TW
dc.title (題名) Effects of Two Advance Organizers on Listening Comprehension in Video Viewing— Pictorial Contextual Cues versus Verbal Contextual Keysen_US
dc.type (資料類型) thesisen
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