自2015年起，國中教育會考與大學推甄「個人申請」入學都將採計英語聽力的成績。為了因應這英聽考試的趨勢，研究者設計發展的一影片英聽課程，結合三種不同的聽前活動以輔助高中生提升英聽理解能力。本行動研究的目的在了解不同程度高中生在接受影片教學聽前活動時的學習情形，以及教學活動後英聽理解的學習成效與教習感受。研究對象為新北市某高中29位一年級新生，利用Moodle課程平台進行8週的教學。資料蒐集包括教師的觀察記錄、學生半結構性訪談內容、問卷填答等質性資料，並輔以全民英檢英文聽力測驗前、後測、學習感受單、上課聽力理解測驗等量化資料進行資料之交互分析與討論，以深入了解學生的學習過程與反應。研究結果發現：
一. 在英聽理解的成效上，學生認為提供背景故事的聽前活動比預習測驗問題的聽前活動有幫助，而預習測驗問題配合預測情節的聽前活動最難，但能促進深層思考。
二. 影片教學對高中生的聽力理解的影響是正面肯定的。對影片教學三階段聽前活動，學生均持正面評價、滿意度極高。
三. 對各程度的學生而言，中等程度的學生聽力理解成效影響最大。
四. 就學習情形，觀察到會自行發展出跟著劇情唸與拉音軌重複聽的策略。
五. 透過本行動研究歷程能促進教師的教學思維，提升專業知能。
最後，研究者針對研究結果提出建議，做為未來教學與進一步研究的參考。

From 2015, the English listening comprehension test for junior high school students will hit the road and the listening test will be included in the Entrance Exam for senior high school students as well. For the test revolution, the researcher designed and developed an English course that using video-based teaching with three pre-reading strategies to improve students’ English comprehension ability. The purpose of the action research is to explore the learning process, the reflection of the course and the effects of English listening comprehension for the 29 senior high school students at varied proficiency levels. The students watched 20 movie clips on the Moodle courseware and used three pre-reading strategies to complete English comprehension tests in 8 weeks. Data collection included teacher observation records, semi-structured interview with focus groups and students’ feedback sheets. In addition, GEPT listening comprehension test, learning experience questionnaire and the comprehension tests of the films were accessed. Data were analyzed quantitatively and qualitatively. The results showed that (1) in terms of pre-listening activities, providing background introduction had better effects on English comprehension than on question preview; the pre-listening of question preview integrated with predicting plots was most difficult but it could promote deep thinking; (2) middle level students improved most from the listening comprehension course; (3) students felt satisfied with all of the three pre-listening activities and had positive effect of listening comprehension on video-based teaching (4) some students were able to develop their own strategies, such as the strategies of speaking aloud and reviewing the movie clips, to cope with the learning tasks; (5) by conducting the action research, the teacher as the researcher was able to improve her observation, reflection and professional teaching ability. Based on the results of the study, suggestions and recommendations had been made for future studies.

第一章 緒論	1
第一節 研究背景與動機	1
第二節 研究目的與研究問題	5
壹、研究目的	5
貳、研究問題	5
第三節 重要名詞釋義	6
壹、英文聽力理解	6
貳、聽前活動教學	6
參、影片教學	6
第四節 研究範圍與限制	7
壹、研究範圍	7
貳、研究限制	7
第二章 文獻探討	8
第一節 英文聽力的涵義、困境與英聽教學演進歷程	8
壹、英文聽力的涵義	8
貳、英文聽力的困境與因素	9
參、英語教學法的演進	11
第二節 英聽學習策略的定義與方法探討	14
壹、英聽學習策略定義	14
貳、英聽學習的模式與策略探討	14
第三節 英文聽前活動相關研究	26
第四節 影片教學在英文聽力學習之相關研究	35
壹、	影片教學理論與英文聽力學習相關文獻研究	35
貳、影片的優勢與缺點	41
第三章 研究方法與實施	44
第一節 行動研究的原因	44
第二節 行動情境	46
壹、	行動場域	46
貳、研究場域	50
第三節 研究方案	52
第四節 研究設計	55
壹、	研究架構	55
貳、	研究流程	56
參、聽前活動教學設計	57
第五節 資料蒐集與分析	62
壹、研究工具	62
貳、資料分析	66
參、研究的信效度檢核	68
第六節 前導試驗研究（Pilot Study）	70
壹、確立研究方向與策略	70
貳、教材適用性	70
參、修正的內容	71
第四章 研究實施歷程與討論	73
第一節 三階段影片教學的學習情形與討論	73
壹、第一階段─給予背景故事的影片教學聽前活動的學習情形	73
貳、第二階段─給予問題預習的影片教學聽前活動的學習情形	81
參、第三階段─給予問題預習及預測情節之影片教學聽前活動的學習情形	90
肆、三階段聽前活動的影片教學觀察反思分析	101
第二節 影片教學聽前活動的學習成效的討論與分析	104
壹、影片教學聽前活動對高中生聽力學習成效	104
貳、影片教學聽前活動對不同程度的高中生聽力學習成效分析	105
第三節 學生對影片教學聽前活動的學習感受 分析與討論	108
第四節 教師在影片教學聽前活動課程的觀察與反思	117
壹、建立新習慣需要耐心教導與明確的講解	117
貳、提供聽前活動策略輔助，以降低學習難度	117
參、影片的選擇得考量學生的程度	118
肆、學生能自行發展學習策略	118
伍、影片剪輯的心得	119
第五章 結論與建議	121
第一節 結論	121
壹、	三階段影片教學聽前活動的學習情形	121
貳、	影片教學聽前活動的學習成效	122
參、學生在接受影片教學聽前活動之後的感受	123
肆、教師在影片教學聽前活動的反思	124
第二節 未來研究之建議	124
壹、影片教學聽前活動值得推廣	124
貳、延長研究時間，考驗其延宕效果	124
參、尋求其他伙伴進行協同教學	125
肆、測驗方式可多樣性	125
參考文獻	126
一、中文部分	126
二、英文部分	129
附  錄	138
附錄一：個人背景問卷調查表	138
附錄二：聽力學習感受單	139
附錄三：半結構式訪談問卷內容	141
附錄四：第一階段學習單（I）A Charlie Brown Thanksgiving--The Mayflower Voyagers	143
附錄五：第二階段學習單（II）幸運之吻（Just My Luck）	146
附錄六：第三階段學習單（III）十月的天空（October Sky）	148
附錄七：教師觀察記錄表	150
附錄八：影片題材選擇調查表與結果	151
附錄九：影片觀賞調查單與結果	152
附錄十：第三階段第一節課學習單問卷內容部份擷取	154
附錄十一：第三階段第二節課學習單問卷內容部份擷取	155
附錄十二：第三階段第三節課學習單問卷內容部份擷取	156

表  次
表 2-2-1  有意義學習論之學習方式	17
表 2-2-2  O’Malley 與Chamol’s （1990）學習策略分類表	19
表 2-2-3  Vandergrift後設認知聽力策略	20
表 2-3-1  國外聽前活動之相關研究整理	27
表 2-3-2  國內聽前活動之相關研究整理	29
表 2-3-3  國內高中生為對象的聽前活動相關研究彙整表	33
表 2-4-1  國內針對高中生英文聽力學習的相關研究	38
表 3-2-1  學生英文聽力能力分組	46
表 3-2-2  學生英語學習背景及學習動機調查表	47
表 3-2-3  交叉分析摘要表	48
表 3-2-4  電腦教室軟硬體設備說明	50
表 3-4-1  影片教學課程規劃表	57
表 3-4-2  第一、二、三階段的教學教案	58
表 3-5-1  焦點訪談成員明細表	65
表 3-5-2  質性資料分類說明表	68
表 4-1-1  第一階段教案簡易表	74
表 4-1-2  焦點組學生第一階段影片聽力理解成績	80
表 4-1-3  第二階段教案簡易表	81
表 4-1-4  焦點組學生第二階段聽力理解成績表	89
表 4-1-5  第三階段教案簡易表	90
表 4-1-6  學生S11，S12，S16的部份預測內容（第三階段第一節課）	96
表 4-1-7  S29、S20、S9的學習單問卷內容部份擷取（第三階段第二節課）	97
表 4-1-8  S27、10、15的學習單問卷內容部份擷取（第三階段第三節課）	98
表 4-1-9  焦點組學生第三階段聽力理解成績	101
表 4-1-10  三階段聽前活動的影片教學整理對照表	101
表 4-2-1  全民英檢中級聽力測驗成績，全班前測與後測成績平均數、標準差摘要表	104
表 4-2-2  全民英檢中級聽力測驗成績，「高中低分組」在前測與後測成績摘要表	106
表 4-3-1  影片英聽教學課程學習感受描述性統計摘要	108
表 4-3-2  學習態度向度描述性統計摘要表	109
表 4-3-3  學習效果向度描述性統計摘要表	110
表 4-3-4  學習興趣向度描述性統計表摘要	112
表 4-3-5  學習困難向度分析表	113

圖  次
圖 2-4-1 雙重編碼模式	35
圖 3-1-1 辯證的行動研究螺旋	45
圖 3-2-1 電腦教室區域網路平面圖	50
圖 3-2-2 實驗場域的實景照片（左）及教師主控機（右）	51
圖 3-4-1 研究架構圖	55
圖 3-4-2 研究流程圖	56
圖 3-5-1 Moodle 平台的頁面	64
圖 4-1-1 第一階段影片聽前活動的Moodle擷圖	75
圖 4-1-2 第二階段影片聽前活動的Moodle擷圖	83
圖 4-1-3 第三階段影片聽前活動的Moodle擷圖	92
圖 4-3-1 學生最喜歡與最不喜歡的影片比較直條圖	116

一、中文部分

Geoffrey E.Mills. (2008)。行動研究法─教師研究者的指引。（蔡美華 Trans.)。 (第二版) 學富。 
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江姃慈、黃培斌、蘇美旭 (1997)。英文電影字幕在教學上之影響。嘉南學報，23，133-143頁。
吳和節（2011）。教育論文寫作與實用技巧。（第四版）高等教育出版。
李尉菱 (2009)。後設認知策略運用於英文聽力教學之行動研究.，江大學教育科技學系碩士在職專班學位論文，未出版，新北市。
沈汶樺（2011）以英語為外語的大一學生學習風格偏好、英文聽力策略使用與英語聽解力之研究。國立彰化師範大學英語學系碩士論文，未出版。彰化。
林素份 (2006).聽力策略教學對台灣高中生英語聽解力之影響。 國立彰化師範大學英語學系碩士論文，未出版，彰化。
林淑華 (2000).臺灣高中生英文聽力策略之研究 。國立高雄師範大學英語學系碩士論文，未出版，高雄市。
施玉惠（2001）。溝通式教學法：針對九年一貫英語新課程。英語教學，25（3），5-21.
洪美雪 (2001). 字幕對外語學習成效影響之探究。 國立成功大學外語學系碩士論文，未出版，台南市。
袁慧蘭 (2009) 高中生英文聽力困難與策略之研究。朝陽科技大學英語學系碩士論文。未出版。高雄市。
康興國 (2007).WebQuest教學對不同程度國中生英語學習成就與學習態度影響之研究。  佛光大學教育資訊學系碩士論文，未出版，宜蘭縣。
張春興 (1994)。教育心理學─三化取向的理論與實踐。台北：東華書局。
張武昌(2006 )。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。
張新仁（1993）。奧斯貝的學習理論與教學應用。教育研究雙月刊，32，31-50。
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張嘉玲、林逸濃、楊接期 (2010) 。探討影片式電腦輔助語言學習下英聽能力差異對不同詞性關鍵字幕的影片內容理解之影響。2010電腦與網路科技在教育上的應用研討會論文集，新竹教育大學資訊科學研究所。
教育部 ( 1999 )。國民中小學英語教學及評量模式研究。台北：教育部。
教育部 ( 2010 )。大學多元入學之檢討與改進研究計畫─英文聽力測驗之可行性探討結案報告。財團法人大學入學考試基金會。
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陳珮慈（2011）卡通影片欣賞對國小學童英文聽力理解之影響。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文，未出版，台北市。
陳意如 (2009)。以英語影集做大學英文聽力訓練之行動研究：一位教師的教學省思與自我成長。國立屏東教育大學碩士論文，未出版，屏東。
陳錦芳（1999） 電腦多媒體在英語教學上的潛能與考量。載於戴維揚主編，國民小學英語科教材教法。台北：文鶴。
黃耀璋（2008）明顯聽力策略教學對高中生英文聽力理解之影響。國立彰化師範大學英語學系。未出版。彰化。
楊曉婷（2007）。運用課節遊戲於提升國中學生英語學習動機之個案研究。淡江大學教育科技學系在職專班碩士論文，未出版，台北。
詹餘靜 (1997)。英文敘述文之背景及前景結構:高中生個案研究。國立師範大學英語學系博士班論文，未出版，台北。
詹餘靜 (1999)。從教學法的沿革談有效的國小英語教學(下)。教師之友，40 (3)，46-52頁。
雷浩與張基成 (2010)。 在無所不在學習環境下媒體呈現方式對英文聽力之影響。2010電腦與網路科技在教育上的應用研討會論文集，新竹教育大學資訊科學研究所。
蔡小鈴 (2007)。觀賞不同字幕之英語卡通影片對台灣國小五年級學生英文聽力的影響。朝陽科技大學英語學系碩士論文。未出版。高雄市。
蔡清田（2000）。教育行動研究。高等教育出版。
鄭麗玉（民 88）：英語聽力策略教學研究。嘉義師院學報，13 卷，57-76頁。
謝寶梅（2004）。教育資料集刊，28. 389-404. 取自http://192.192.169.230/edu_paper/data_image/g0000218/0n28/20031200/p0000389.pdf
 
二、英文部分

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