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Author: 廖佳盈
Liao, Chia-Ying
Thesis Title: 探究情境沉浸對初級華語聽力理解之影響
Investigate the Effects of Situated-immersion toward Basic Chinese Listening Comprehension
Advisor: 籃玉如
Lan, Yu-Ju
Degree: 碩士
Master
Department: 應用華語文學系
Applied Chinese Language and Culture
Thesis Publication Year: 2017
Academic Year: 105
Language: 中文
Number of pages: 108
Keywords (in Chinese): 華語聽力科技輔助語言學習3D虛擬實境多模態
Keywords (in English): Chinese listening, Technology enhanced language learning, 3D virtual reality, multimodality
DOI URL: https://doi.org/10.6345/NTNU202203353
Thesis Type: Academic thesis/ dissertation
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  • 本研究的目的在於探究以虛擬實境創造之情境沉浸對聽力理解之影響,以27名華語初級學習者為對象,採取單組相依樣本設計進行為期六週的實驗,比較以圖片及虛擬實境作為聽力輔助之效果。實驗期間,學生每週輪流接受兩種聽力組合,包括以聲音搭配圖片的傳統組合以及聲音搭配Second Life(3D虛擬實境)的沉浸組合輔助聆聽聽力材料,並進行聽力測驗檢測聽力理解表現。透過比較學生的測驗成績以及實驗中及實驗後問卷填答以及訪談結果,以考察三個研究問題:包括(一)兩種多模態組合是否對華語聽力理解成績有影響?(二)學生對於多模態組合運用於聽力理解之偏好態度是否有差異?以及(三)多模態組合是否影響學習策略的選擇?研究結果發現,在聽力理解方面,沉浸組合的聽力理解成績顯著高於傳統組合,表示沉浸組合對聽力理解的作用較強。在偏好態度方面,學生喜好沉浸組合的比例遠高於傳統組合,並對未來使用更多虛擬實境於華語學習有高度意願。在學習策略方面,雖然未達顯著差異,但是在沉浸組合下,學生採取的策略數量較多,且在不同的組合下,學習者最頻繁以及使用最少的策略有所不同。此研究為3D虛擬實境運用於聽力理解的探索性研究,研究結果可供未來利用虛擬實境運用於華語教學聽力學習相關研究的參考

    This study aims to examine how situated-immersion created by virtual reality influences beginner-level Chinese learners’ listening comprehension. To reach this aim, the empirical research was conducted for six weeks under dependent-sample design by examining whether there is a difference among students’ scores, preferences and listening strategies. It compared the effects between using pictures and virtual reality as aids for listening comprehension. During the test, listening materials are played in two different ways, audio with pictures and audio with Second Life (3D virtual reality), every other week. The data collected include scores of tests, two questionnaires and interview. The preliminary results of the data analysis derived from the paired-samples t-test indicated that with the aid of virtual reality, students performed significantly better than the aid of pictures. The results revealed that students preferred the aid of virtual reality, and also having a high willingness to continue using virtual reality for Chinese learning in the future. The results also indicated that there are no significant differences on the listening strategies. But there are more occurrences of listening strategies used by students with the aid of virtual reality than when they were using pictures, and that the most used and least used strategies are also different when learning under different listening aid. As a preliminary research using virtual reality on Chinese listening comprehension for discussing the influences of situated-immersion, this study has shed some light upon the positive impacts for virtual reality, and demonstrated the feasibility of utilizing virtual reality to assist Chinese listening comprehension learning and teaching.

    目錄 目錄------------------------------------------------------vii 表目錄-----------------------------------------------------ix 圖目錄------------------------------------------------------x 第一章 緒論-------------------------------------------------1 第一節 研究背景與動機---------------------------------------1 第二節 研究目的---------------------------------------------4 第三節 研究問題---------------------------------------------4 第四節 研究範圍---------------------------------------------4 第五節 名詞解釋---------------------------------------------5 第六節 研究的重要性-----------------------------------------6 第二章 文獻探討---------------------------------------------8 第一節 聽力理解與學習---------------------------------------8 一、聽力理解模式--------------------------------------------9 二、影響聽力理解之因素-------------------------------------10 三、聽力學習策略-------------------------------------------12 第二節 科技輔助語言學習------------------------------------15 一、語言學習-----------------------------------------------16 二、多模態學習與多媒體科技---------------------------------19 三、多模態模式聽力研究-------------------------------------25 第三節 虛擬實境運用於語言學習------------------------------26 一、3D虛擬實境---------------------------------------------27 二、虛擬實境平台:Second Life------------------------------28 三、運用Second Life於華語學習之研究現況--------------------32 第四節 小結------------------------------------------------35 第三章 研究方法--------------------------------------------38 第一節 研究對象--------------------------------------------38 第二節 研究設計--------------------------------------------39 第三節 研究工具--------------------------------------------40 一、 聽力材料文本與聽力理解測驗----------------------------40 二、 虛擬實境與紙本圖片------------------------------------44 三、 調查問卷:聽後問卷、偏好調查問卷----------------------46 第四節 實驗流程--------------------------------------------48 第五節 數據收集與資料分析方法------------------------------51 第四章 實驗結果--------------------------------------------53 第一節 兩種聽力組合效果比較--------------------------------53 一、 聽力成績比較------------------------------------------53 二、 聽後問卷結果:聽力材料文本難易度感受------------------56 三、 聽後問卷結果:聽力組合輔助聽力理解--------------------58 第二節 偏好態度問卷及訪談逐字稿分析------------------------60 一、 偏好問卷結果------------------------------------------61 二、 逐字稿結果分析----------------------------------------62 第三節 聽後問卷結果:聽力策略選擇--------------------------67 第五章 實驗結果討論----------------------------------------70 第一節 情境沉浸組合提升聽力理解----------------------------70 第二節 情境沉浸組合促進學習興趣----------------------------73 第三節 聽力組合影響聽力學習策略----------------------------76 第六章 結論與建議------------------------------------------78 第一節 研究結論--------------------------------------------78 第二節 研究限制--------------------------------------------78 第三節 未來發展之建議--------------------------------------79 中文參考文獻-----------------------------------------------81 英文參考文獻-----------------------------------------------83 附錄一 聽力文本與聽力測驗----------------------------------91 附錄二 文本詞彙難度對照表---------------------------------100 附錄三 聽後問卷內容---------------------------------------103 附錄四 偏好調查問卷內容-----------------------------------105 附錄五 訪談問題-------------------------------------------106 附錄六 訪談逐字稿:C學生----------------------------------107 表目錄 表 二 1 孟國(2006)語速分類-------------------------------12 表 二 2 張本楠(2008)常用的華語聽力策略-------------------14 表 三 1 華語文能力測驗及歐洲共同語文架構等級對照-----------39 表 三 2 實驗安排-------------------------------------------40 表 三 3 文本詞彙難度分析表---------------------------------42 表 三 4 聽力測驗目標雙向細目表-----------------------------43 表 三 5 聽力文本字數與語速統計-----------------------------44 表 三 6 學習策略對應問卷選項-------------------------------48 表 三 7 研究問題與數據資料之關係---------------------------52 表 四 1 四次聽力成績之描述性統計---------------------------54 表 四 2 四次聽力成績之t檢定--------------------------------55 表 四 3 聽力文本類型之t檢定--------------------------------56 表 四 4 聽力組合難易度感受---------------------------------57 表 四 5 聽力組合難易度感受t檢定----------------------------58 表 四-6 聽後問卷_聽力組合輔助聽力理解描述性統計------------59 表 四-7 聽後問卷_聽力組合輔助聽力理解t檢定-----------------60 表 四 8 偏好問卷結果之描述性統計及卡方檢定-----------------62 表 四 9 訪談稿_學生主動提出意見之比例----------------------66 表 四 10 學習策略於不同聽力組合之使用頻率------------------69 圖目錄 圖 二 1 Edgar Dale (1969)的經驗塔(Corn of Experience)--20 圖 二 2 Dale(1969) 經驗塔的延伸--------------------------21 圖 三 1 Second Life夜市場景示例圖--------------------------45 圖 三 2 紙本圖示車站示例圖---------------------------------45 圖 三 3 紙本圖片郵局示例圖---------------------------------46 圖 三 4 Second Life房間場景示例圖--------------------------46 圖 三 5 實驗流程-------------------------------------------50 圖 三 6 單次聽力測驗過程-----------------------------------50

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