本研究旨在探討視覺輔助以及文章類別對於英語聽力理解之影響。視覺輔助方式分為有影片輔助與沒有影片輔助兩種方式，而文章類別則包括獨白與對話兩種文類。除探討此兩種變項對聽力之影響及其可能之交互作用外，本研究並根據問卷資料探討受試者對於影片輔助整體效能的看法以及影片中對聽力有所助益的因子。
本研究以台北市某國中二年級八個班作為研究對象，採隨機分配方式將八個班級分為獨白組和對話組，每一組中各有四個班級。每一組學生都會聽四篇相同文類的文章，其中兩篇僅播放聲音檔，其餘兩篇則會搭配影片。聽完每篇文章後，學生接著回答對應的聽力理解測驗。在完成所有實驗後，學生必須填答一份聽後態度調查問卷。問卷第一部份旨在了解學生過去英語學習的背景資料，第二部份則希望了解學生對於影片輔助聽力理解的態度和看法。
本研究主要研究結果如下：
(1) 以整體聽力表現而言，視覺輔助加上聽力（亦即影片）對學生的幫助比單聽聲音的幫助顯著。
(2) 以整體聽力表現而言，學生在獨白和對話兩種文類上的表現並無顯著差別。
(3) 視覺輔助和文章類別之間有顯著交互作用。學生在聽對話時搭配影片聽力表現最好，而在聽對話時沒有影片輔助時聽力表現最差。聽獨白時，有沒有影片輔助則無明顯不同。
(4) 根據問卷資料顯示，半數以上學生認為影片的視覺畫面可以輔助聽力理解，尤其是在聽對話時有影片輔佐效果最大。
(5) 大多數學生自小學即開始學習英語，但對自己的聽力卻缺乏信心。也因此大多數的學生反對將聽力測驗納入升高中入學考試中。
(6) 大多數學生認為影片能輔助聽力的學生，覺得影片的視覺畫面可以提供情境相關資訊，清楚呈現對話者的肢體動作和面部表情，同時可以提高聽力文章的真實性。而認為影片沒有太大輔助的學生表示，他們不知如何運用影片所提供的資訊，同時表示影片提供的訊息會干擾他們的聽力理解。
根據研究的結果，影片輔助對於聽力理解有助益，尤其對於對話理解效果最為顯著。因此，本論文建議，英語教師在培養學生聽力時，應善用影片激發學生學習動機，同時應考量聽力文章的特性以提供學生最佳的輔助。此外在影片選擇上，教師應審視影片是否提供足夠且有用的訊息，以期發揮影片的最大功效。

Listening is crucial not only to first language development but also second language acquisition. In recent years, the advanced computer technology has made learning of listening more flexible and accessible. With the help of multimedia, learners can improve their listening ability through video clips, which have greatly changed our ways of learning. Previous studies have shown that a majority of students held positive view toward listening with visuals. However, findings with regard to the effects of visual input are still inconclusive. Likewise, even though some studies have investigated whether text type is an influential factor in listening comprehension, its main effect on listening comprehension is still unclear. Also, relatively little research has focused on the relationship between text types and visual aids,
Given the research gaps and the pedagogical need for a more comprehensive understanding of videos as visual input and text types, the present study examined how visual aids may influence junior high school students’ listening comprehension. Additionally, the effects of text types on listening comprehension were also investigated. Based on the purposes of this study, instruments included eight listening texts with comprehension questions, and one attitude questionnaire. In order to examine in what ways visual aids in the form of video clips affect listening comprehension, each text has two versions: audio–only input and audio–visual input. Eight classes from one junior high school were recruited as participants in this study. The classes were randomly divided into monologue and dialogue sub–groups. Though separated into different groups, each sub–group had to listen to four texts of the same text type, but two with audio–only input and two with audio–visual input. After viewing or listening to the assigned texts, listening comprehension questions and the attitude questionnaire were administered in order to better understand the effects of visuals as well as text types and students’ perception of visuals. The quantitative analysis of the comprehension scores was conducted through descriptive statistics and two–way ANOVA to indicate the effects of two sets of variables and their relationship. In addition, the data of the questionnaire were analyzed for students’ attitudes and perceptions towards visual aids.
Results of this study showed a significant effect of input presentation modes on listening comprehension and their interaction with text types. However, the main effects of text types on listening comprehension cannot be established. Information gathered from the questionnaire indicated students’ positive attitudes toward the facilitation of visuals. To conclude, this study may be of importance in understanding the dynamic relationship between input types and listening texts, as well as in providing English teachers with a better understanding of how to use different visuals and texts in order to offer learners with best help.

Allan, M. (1985). Teaching English with Video. New York: Longman.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt,
Reinhart & Winston.
Bachman, Lyle. (1990). Fundamental Considerations in Language Testing. New York: Oxford University Press.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50, 507–531.
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: the use of authentic bimodal video in core French. Canadian Modern Language Review, 56(1), 32–48.
Belasco, S. (1981). Comprehension: The key to second–language acquisition. In H. Winitz (Ed.). The comprehension approach to foreign language instruction. Cambridge, MA: Newbury House.
Birdwhistell, R. (1971). Kinesics and Context: Essays on Body–motion Communication. London: Penguin.
Boyle, J. P. (1984). Factors affecting listening comprehension. ELT Journal, 38(1), 34–39.
Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigation of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726.
Brown, H. D. (1980). Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall.
Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge University Press, Cambridge.
Burley–Allen, M. (1982). Listening: The forgotten skill. New York: John Wiley & Sons, Inc.
Canale, Michael & Swain, Merrill. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.
Caplan, E. (2002). The effects of animated instruction on learners’ written production of German modal verb sentences. Dissertation Abstracts International, 63(11), 3916A.
Chapelle, C.A. (2003). English Language Learning and Technology. John Benjamins, Amsterdam.
Chastain, K. (1976). Developing second–language skills: Theory to practice (2nd ed). Chicago: Rand McNally College Publishing Company.
Cheng, Y. (1999). Effects of pictures as cues on English assessment of listening comprehension at junior high School in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
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.
Devinem Thomas G. (1978). Listening: What do we know after fifty years of research and theorizing? Journal of Reading, 4, 296–304.
Dunkel, P. A., Henning, G., & Chaudron, C. (1993). The assessment of an L2 listening comprehension construct: A tentative model for test specification and development. Modern Language Journal, 77, 180–191.
Feyten, C., M. (1991). The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal, 75(2), 173–180.
Flowerdew, J. & Miller, L. (2005). Second language listening. Cambridge: Cambridge University Press.
Glisan, E. W. (1985). The effect of word order on listening comprehension and pattern retention: An experiment in Spanish as a foreign language. Language Learning, 35(3), 443–472.
Gosling, J. (1981). “Kinesics in Discourse” in M. Coulthard and Montgomery (eds.).
Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17(1), 51–82.
Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19, 133–167.
Guichon, N., & McLornan. (2008). The effects of multimodality on L2 learners: implications for CALL resource design. System, 36, 85–93.
Hadley, A. O. (1993). Teaching language in context. America: Heinle & Heinle Press.
Hughes, A. (2003). Testing for language teachers. UK: Cambridge University Press.
Fœrch, C. & Kasper. (1986). The role of comprehension in second language learning. Applied Linguistics, 7, 257–274.
Kao, S., M. (2002) A case study of the effects of text difficulty and topic familiarity on EFL listening comprehension. Unpublished MA thesis, National Cheng Kung University, Taiwan.
Kim, J.W. (2003). Second Language English Listening Comprehension Using Different Presentations of Pictures and Video Cues. Unpublished Doctorial Thesis, The university of New South Wales, Australia.
Kintsch, W. (1998). Comprehension. Cambridge: Cambridge University Press.
Kon, C. K. (2002). The influence on outcomes of ESL students’ performance strategies on a CALL listening comprehension activity. Unpublished MA thesis, Department of English, Iowa State University, Ames, IA.
Lai, H. M. (1984). Attitudes and Attained EFL proficiency: A Study of the Chinese Senior High School Students. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
Legros, D., & Crinon, J. (2002). Phychology des Apprentissages et Multimedia. Armond Colin, Paris.
Lundsteen, Sara. (1971). Linguistic: Its impact on Reading and the Other Language Arts. Urbana, IL: National Council of Teachers of English.
Luo, J., L. (2004). Effects of Test Format and Text Type on Listening Comprehension and Strategy Use. Unpublished master’s thesis, National Taiwan Normal University, Taiwan.
Lynch, T., & Anderson, A. (1988). Listening. Oxford University Press.
MacWilliam, I. (1968). Video and language comprehension. ELT journal, 40(2),131–135.
Mueller, G., A. (1980). Visual contextual cues and listening comprehension: an experiment. Modern Language Journal, 64 (3), 335–40.
Nichols, Ralph G. & Leonard S. Stevens. (1957). Are you listening? New York: McGraw–Hill.
Ockey, G. J. (2007). Construct implications of including still image or video in computer–based listening tests. Language Testing, 24 (4), 517–537.
Omaggio, A. C. (1979). Pictures and second language comprehension: Do they help? Foreign Language Annals, 12(2), 107–116.
Oxford, R. (1993). Research update on teaching L2 listening. System, 21(2), 205–211.
Paulston, C. B., & Bruder, M. N. (1986). Teaching English as a Second Language. Techniques and Procedures. Englewood Cliffs, NJ: Prentice Hall.
Pavio, A. (1997). Mental Representation. New York: Oxford University Press.
Pennycook, A. (1985). Actions speak louder than words: paralanguage, communication, and education. TESOL Quarterly, 19(2), 259–282.
Rankin, P. T. (1926). Listening ability: Its importance, measurement, and development. Chicago Schools Journal, 147–149.
Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1, 105–119.
Riseborough, M., G. (1993). Physiographic gestures as decoding facilitators: three experiments exploring a neglected facet of communication. Journal of Nonverbal Behavior, 5(3), 172–183.
Rivers, W. M. (1981). Teaching foreign–language skills (2nd ed.). Chicago: The University of Chicago Press.
Rost, M. (2002). Teaching and researching listening. London: Longman Group Ltd.
Rubin, J. (1990). Improving Foreign Language Listening Comprehension. Georgetown University Round Table. Ed. J. E. Alatis. Washington, DC: Georgetown University Press.
Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199–221.
Samuels, S. (1984). Factors influencing listening: inside and outside the head. Theory into Practie, 23, 183–189.
Schnell, J. (1995). Effective listening: more than just listening. ERIC Document Reproduction Service. No. ED 379691.
Secules, T., Herron, G. & Tomasello, M. (1992). The effect of video context on foreign language learning. The Modern Language Journal, 76, 480–490.
Shohamy, E. (1991). Validation of listening comprehension tests: the effect of text and question type. Language Testing, 8(1), 23–40.
Sueyoshi, A. & Hardison, D.M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661–699.
Su, S., W. (2007). A Study of the Effects of Text Type on College Student’s Listening Strategy Choice While Taking Listening Comprehension Test. Unpublished master’s thesis, National Changhua University of Education, Taiwan.
Tsai, P., H. (2004). The analysis of the effects of multimedia on English listening comprehension of junior high school students. Unpublished master’s thesis, University of National Kaohsiung Normal University, Taiwan.
Ur. P. (1985). Teaching listening comprehension. Cambridge: Cambridge University Press.
von Raffler–Engel, W. (1980). “Developmental kinesics: the acquisition of conversational non–verbal behavior” in W. von Raffler–Engele (ed.).
Wagner, E. (2007). Are they watching? Test taker viewing behavior during an L2 video listening test. Language Learning & Technology, 11(1),67–86.
Walvin, A. & Carolyn, C. (1982). Listening. Dubuque, IA: Brown.
Wang, C. Y. (2000). Teaching and learning listening comprehension in the EFL classroom: Importance, factors, suggestions. Journal of National Taichung Institute of Technology, 1, 369–388.
Weststone, H. S., & Friedlander, B. Z. (1974). The effect of live, TV, and audio story narration on primary grade children’s listening comprehension. The Journal of Educational Research, 68(1), 32–35.
Wilberschied, L., & Berman, P., M. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534–541.
Wu, Z. H., Wu, Y. F., Chin, S., & Liao, S. Y. (1999). The second phrase of the English listening comprehension test of college entrance recommendation examination (the College Admission via Recommendation and Screening). Selected Papers from The Sixteenth Conference on English Teaching and Learning in the Republic of China, 397–428.
Yeh, C. H. (2006) Comparisons of Language Difficulties and Contents of English Learning Magazines Used in Vocational High Schools in Central Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan.
Zhang, W., P. (2006). Effects of schema theory and listening activities on listening comprehension. Sino–US English Teaching, 3(12), 28–31.