本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。 研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測，並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材，而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週，實驗前給予兩組學生學習背景問卷調查，實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知，受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步，其中又以高分群的成效最佳。 最後，由此研究結果提出工職英語聽力教學之具體建議。期盼對職校英語聽力學習環境、學習者、及授課教師皆有所助益。 / Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels. The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance. The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools.

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.

This study used a 2 (advance organizers: paragraph vs. item) ¡Ñ 2 (story structures: hierarchical vs. sequential) experimental design to explore the effects of advance organizers and story structures on fifth graders¡¦ reading comprehension. The results were listed as following: 1. No matter the hierarchical story structure or the sequential story structure, students receiving the paragraph advance organizer recalled better on the total number of words and the idea units than the students receiving the item advance organizer. 2. The different advance organizers had different effects on students recall. Students receiving the paragraph advance organizer had a better recall on the main ideas, comprehension level 1, Comprehension level 2, and causal chain than students receiving the item advance organizer. 3. For the hierarchical story structure, students who receiving the paragraph advance organizer had a better recall on the detailed ideas and sequential recall than students receiving the item advance organizer. For the paragraph advance organizer, students receiving the hierarchical story structure had a better recall on the detailed ideas and sequential recall than students receiving the sequential story structure. 4. For the recall on dead-ends information, on the hierarchical story structure, students receiving the paragraph advance organizer had better recall than students receiving the item advance organizer. Also, on the item advance organizer, students receiving the sequential story structure had better recall than students receiving the hierarchical story structure. 5. The different advance organizers and story structures had effects on students¡¦ inferential ability. On the hierarchical story structure, the paragraph advance organizer performance surpassed in the item advance organizer. On the item advance organizer, students receiving the sequential story structure had better performance on the inference than students receiving the hierarchical story structure. 6. The different advance organizers had different effects on the literal comprehension. Students receiving the item advance organizer had better performance on the literal comprehension than student receiving the paragraph advance organizer. The different advance organizers and story structures have different effects on students¡¦ reading comprehension. Thus, teachers should to choose different advance organizers to present the reading material depends on the structure of the reading materials. Also, teachers should choose the story structure of the reading material based on which ability that students need to be strengthened.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

個人結構知識是區辨閱聽人讀取電子報介面效能的重要因素之一。結構知識較豐富的閱聽人，使用總覽目錄選取電子報內容的時間和正確性較高。反之，結構知識程度較低者，瀏覽時間較多、正確性較低。但是如果設計者能夠利用總覽目錄作為先導組體理論，讓閱聽人透過總覽目錄，而增進他們對電子報內容結構的認識。那麼，原先結構知識程度較低的閱聽人，或許可以減少他們的閱讀時間，或提高檢索正確度。 本研究使用實驗法，企圖證明上述假設。研究人員模擬一份電子報，設計兩種不同介面：具有總覽功能的下拉式選單目錄，以及不具總覽功能的階層式目錄。研究人員透過電腦紀錄與紙面問卷蒐集103位受試者的使用時間和答題內容，並進行統計分析。 研究結果發現，總覽目錄設計有助於減少「瀏覽頁數」的數量，使用者藉由總覽目錄設計，能有效減少其瀏覽電子報時的點選次數。但是在資料正確程度和態度方面則未發現顯著差異。 / Designing effective and efficient user interface is one of the most important issues for the designers of electronic newspapers. Audience with better structural knowledge may use news index more effective and efficient than those with poorer structural knowledge. With this thread, news index with multiple-layer, pull-down menu bars may serve as "advance organizer." Therefore, this study hypothesized that the audience with poorer structural knowledge may improve their performance in using news index by taking advantage of "advance organizer." An experiment was performed to test the hypothesis. The 103 college students were directed to "read" the a web-based electronic newspaper. Two set of stimuli were used: pull-down news indexes and non pull-down ones. Data were collected through computer logs and survey questionale. The result indicated that subject indexes design to serve as "advance organizer" may reduce the time audience spent. However, the subjects no significant difference in terms of the accuracy.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal