聽力在第二語言習得為重要的能力。在過去幾年中，第二語言聽力教學上有許多改變與創新。在教學現場普遍使用播放音檔與影片的方式訓練學習者的聽力能力。且越來越多教師運用先行組織技巧及字幕來輔助學習者的聽力理解力。而學生的學習風格與學習動機也普遍認同在第二語言學習上都扮演重要的角色。在第二語言聽力的許多文獻中，很少文獻探討三種聽力教學方法、學習風格與學習動機之間的關係。因此本研究的主要目的是調查使用音檔、影片及字幕影片的聽力理解力成效。此論文也透過三種聽力學習方法探討學習風格、學習動機和聽力理解之間的關係。
此研究使用六種工具：聽力教材、GEPT聽力能力測驗、學習風格、學習動機、學生意見調查之三種問卷及訪談。三個實驗組共有119位大一學生參與此研究。三種聽力教學方式為(一)播放音檔、(二)播放影片、(三)播放有英語字幕之影片。每個實驗組使用一種聽力教學方式。本論文採用量化及質化研究分析三種聽力教學方式的成效以及聽力教學方式、學生學習風格與學習動機三方之間的關聯性。
研究結果顯示播放音檔組及播放英語字幕影片的兩個實驗組在最終的聽力測驗結果有顯著的進步。而播放影片的實驗組在後側聽力測驗卻是退步的結果。總結而言，此研究希望能調查對訓練與增進第二語言學習者之聽力能力的有效聽力教學方式，並提供英語教師可藉此研究近一步了解聽力理解力與學生多樣的學習風格及不同學習動機之間的關聯。

Listening is an important ability in second language (L2) acquisition, and over the past few decades there have been many changes and innovations in L2 listening instruction to improve teaching of listening skills. Utilizing audiovisual as well as audio material to train learners’ listening ability has now become common practice in the English learning classroom, and teachers also are increasingly using supplementary audiovisual tools inclusive of advance organizers and video with captions in order to facilitate learners’ listening comprehension. At the same time, student learning styles and motivation are recognized for continuing to be important in L2 learning. Nonetheless, the extensive literature on L2 listening comprehension reflects that comparatively little research has been conducted on the relationship between listening comprehension and students’ learning styles and motivation. Thus, the major purpose of this study is to investigate the effects of using audio material, audio video material without captions, and audio video material with captions when teaching listening comprehension as well as to investigate the relationship between that use of material and student learning styles and motivation.
The research involved six pedagogical instruments: listening materials (audio, video without captions, and video with captions); a GEPT listening test; three different questionnaires; and interviews. Three experimental groups of 119 freshmen students participated in the study. Three different listening approaches were implemented based on audio-only (AO), video-only (VO), and video with captions (VC) material. For each experimental group, one of the three listening approaches was utilized. Both quantitative and qualitative data were analyzed in order to examine the effectiveness of each of the three listening approaches and to examine the relationship between each listening approach and students’ different learning styles and levels of motivation. 
The results of the study showed that both the AO and VC groups performed well on the final listening test while the VO group showed regression on the post listening test. These results, which are the basis for the conclusion of this study, may be of importance for investigating the different benefits of using audio material, audiovisual material without captions, and audiovisual material with captions in teaching listening skills to L2 learners. As well, these results may be of importance in providing English teachers with a better understanding of the effectiveness of utilizing the chosen listening approaches and the relationship between learning comprehension and students’ different learning styles and levels of motivation.

TABLE OF CONTENTS

CHAPTER ONE 1
INTRODUCTION 1	
1.1 Background of the study  1
1.2 Purpose of the study  2
1.3 Significance of the study  3
1.4 Research questions  3

CHAPTER TWO 5
LITERATURE REVIEW 5
2.1 Learning styles and listening comprehension  5
2.2 Motivation and learning comprehension  9
2.3 Listening comprehension using audio, video and video with captions material  12

CHAPTER THREE 21
METHODOLOGY 21
3.1 Research design  21
3.2 Participants  22
3.3 Setting  24
3.4 Instruments  25
3.4.1 Listening materials  25
3.4.2 GEPT listening test  28
3.4.3 Questionnaire of learning styles  29
3.4.4 Motivation questionnaire  30
3.4.5 Learners’ perceptions questionnaire  33
3.4.6 Interviews  34
3.5 Procedures  35

CHAPTER FOUR 42
RESULTS AND DISCUSSION 42
4.1 Result for the participants’ learning motivation and learning styles  42
4.1.1 Learning motivation  42
4.1.2 Learning styles  45
4.2 Learners’ perceptions  48
4.2.1 Participants’ perceptions of AO instruction  49
4.2.2 Participants’ perceptions of VO instruction  51
4.2.3 Participants’ perceptions of VC instruction  54
4.3 Effects of listening instructions  56
4.4 The relationship between learning styles and the instructions  58

CHAPTER FIVE 71
CONCLUSION 71
5.1 Summary of the major findings  71
5.2 Limitations of the present study  74
5.3 Pedagogical and research implications  75
5.4 Suggestions for future research  75

REFERENCES  77

APPENDICES  90


LIST OF TABLES

Table 3 Procedures for the experiment  39
Table 4.1 Descriptive statistics of motivation survey  43
Table 4.2 A posteriori comparison of motivation survey  45
Table 4.3 Distribution of learners among the eight dimensions of learning styles  46
Table 4.4 Learning styles of each of three groups  47
Table 4.5 Results of AO learner’s perceptions of the listening instruction  50
Table 4.6 Results of VO learner’s perceptions of the listening instruction  52
Table 4.7 Results of VC learner’s perceptions of the listening instruction  55
Table 4.8 Results of pretest and posttest  57
Table 4.9 Comparison of progress made for each group and category  62


LIST OF FIGURES

Figure 3 Procedure of the research  37

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