本研究主要是探討工作記憶與字幕影片對聽力理解的效用。字幕影片將以以下四種字幕模式呈現：(1) 無字幕（NC）(2)完整字幕（FC） (3) 標示重點字之完整字幕（FCHTW） (4) 重點字附帶中文解釋之完整字幕（FCL1）。受試者皆為80名18歲以上，多益成績介於400-550之中文母語人士。所有受試者皆須在第一階段參加線上工作記憶測驗，根據測試結果將80名受試者分為42名高工作記憶與38名低工作記憶受試者。在第二階段，將高工作記憶與低工作記憶受試者隨機分配到其中一組字幕模式中。在第二階段中，受試者將觀看兩部影片各兩次，觀看過程中不得做任何筆記，看完影片後將完成一份聽力考試，總共兩份。統計數據結果顯示，儘管統計結果顯示影響不顯著，但是完整字幕（FC）在四者之中獲得最高分，此外，雖然低工作記憶組分數比高工作記憶組稍高，但統計結果也無顯著差異。研究結果認為，在字幕中加入額外資訊（例如：標示重點字之完整字幕（FCHTW）和重點字附帶中文解釋之完整字幕（FCL1）），可能會導致學生專注在特定詞彙而非影片內容。除此之外，研究發現低工作記憶組優先專注於影片內容而非處理特定新詞彙。研究結果顯示工作記憶與影片字幕對聽力理解無顯著影響，而工作記憶與影片字幕之間也無顯著影響。

This study investigated how working memory capacity (WMC) and captioning influence learners’ listening comprehension. Four caption modes were investigated: (a) no caption (NC), (b) full caption (FC), (c) full caption with highlighted target-word (FCHTW), and (d) full caption with highlighted target-word and L1 gloss (FCL1). The participants were 80 native Mandarin Chinese speakers whose TOEIC test scores were between 400 to 550 points. All participants took an Operation Span (OSPAN) working memory test in phase 1 and moved on to phase 2. In phase 2, according to participants’ OSPAN test results, there were 42 high working memory capacity participants and 38 low working memory capacity participants. They watched two videos twice and took two listening comprehension tests in one of the caption modes in phase 2. The results revealed that the FC mode gained higher scores than the other modes, though the differences were not statistically significant. Also, the low working memory group performed slightly better than the high working memory group in the three captioning conditions, with no significant differences either. The results suggested that adding extra information to caption lines, as in the FCHTW and the FCL1 modes, might had drawn attention to single words rather than to video content and that the low working memory group might have prioritized the comprehension of video content over the processing of novel words. The results reported that working memory capacity and captioned videos had no significant difference in listening comprehension, and there was no significant difference between captions and working memory capacity.

Aldera, A. S., & Mohsen, M. A. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers & Education, 68, 60-75.
Atkins, P. W., & Baddeley, A. D. (1998). Working memory and distributed vocabulary learning. Applied psycholinguistics, 19(4), 537-552.
Baddeley, A. D, & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). New York: Academic Press.
Baddeley, A.D. (1986). Working memory (Oxford Psychology Series No. 11). Oxford, England: Clarendon Press.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Baddeley, A. (1998). Human memory. Boston: Allyn & Bacon.
Baddeley, A. (2000). The episodic buffer: a new component of working memory?. Trends in cognitive sciences, 4(11), 417-423.
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review 56(1), 32-48. Retrieved from http://www.utpjournals.com/
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509–533.
Brett, P. (1995). Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills. System, 23(1), 77-85.
Borrás, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78(1), 61-75.
Buehner, M., Krumm, S. & Pick, M. (2005). Reasoning = working memory attention. Intelligence, 33, 251–272.
Burger, G. (1989). Are TV programs with video subtitles suitable for teaching listening comprehension. Zielsprache Deutsch, 20(4), 10-13.
Card, S. K., Moran, T. P., & Newell, A. (1983). The Psychology of Human Computer Interaction Hillsdale. Hillsdale, NJ: Lawrence Erlbaum Associates.
Case, R., Kurland, M. D., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386-404.
Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25.
Chang, C. C., Lei, H. and Tseng, J. S. (2011). Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect? Australasian Journal of Educational Technology, 27(4): 633–654.
Chun, D. M., & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81.
Chung, J. M. (1999) The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32(3): 296–308.
Conway, A. R., Cowan, N., Bunting, M. F., Therriault, D. J., & Minkoff, S. R. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30(2), 163-183.
Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4), 497-527.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteurs/Meta: Translators' Journal, 49(1), 67-77.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Memory and Language, 19(4), 450.
Daneman, M., & Hannon, B. (2007). What do working memory span tasks like reading span really measure? In N. Osaka, R.H.Logie, & M. D’Esposito (Eds.), The cognitive neuroscience of working memory (pp. 21–42). New York, NY: Oxford University Press.
Downing, P. E. (2000). Interaction between visual working memory and selective attention. Psychological Science, 11(6), 467-473.
Dunkel, P. (1991). Listening in the native and second/foreign language: toward an integration of research and practice. TESOL Quarterly, 25(3), 431-457.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The modern language journal, 89(2), 206-220.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999). Working memory, short-term memory and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309-331.
Engle, R. W. (2001). What is working memory capacity? In H. L. Roediger III, J. S. Nairne, I. Neath, & A. M. Suprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder (pp. 297–314). Washington, DC: American Psychological Association.
Froehlich, J. (1988). German videos with German subtitles: A new approach to listening comprehension development. Die Unterrichtspraxis/Teaching German, 21(2), 199-203.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258.
Goh, C. C. M. (2000) A cognitive perspective on language learners’ listening comprehension problems. System, 28: 55–75.
Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28(1), 64-69.Goh, C. C. M. (2000) A cognitive perspective on language learners’ listening comprehension problems. System, 28: 55–75.
Grimmer, C. (1992). Supertext English language subtitles: A boon for English language learners. EA Journal, 10(1), 66-75.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. Calico Journal, 89-108.
Gyselinck, V., Jamet, E., & Dubois, V. (2008). The role of working memory components in multimedia comprehension. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(3), 353-374.
Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Hsu, C. K., Hwang, G. J., Chang, Y. T., & Chang, C. K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Journal of Educational Technology & Society, 16(1), 403-414.
Hsu, C. K., Hwang, G. J., & Chan, C. K. (2014). An automatic caption filtering and partial hiding approach to improving the English listening comprehension of EFL students. Journal of Educational Technology & Society, 17(2), 270-283.
Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: individual differences in working memory. Psychological review, 99(1), 122.
Kane, M. J., Bleckley, M. K., Conway, A. R. A., & Engle, R. W. (2001). A controlled-attention view of working-memory capacity. Journal of Experimental Psychology: General, 130, 169-183.
Kim, J. (2002). Affective reactions to foreign language listening: Retrospective interviews with Korean EFL students. 어학연구.
Latifi, M., Mobalegh, A., & Mohammadi, E. (2011). Movie subtitles and the improvement of listening comprehension ability: Does it help?. The Journal of Language Learning and Teaching, 1(2), 18-29.
Linebarger, D., Piotrowski, J. T., & Greenwood, C. R. (2010). On‐screen print: the role of captions as a supplemental literacy tool. Journal of Research in Reading, 33(2), 148-167.
Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic bulletin & review, 21(4), 861-883.
Markham, P. L. (1989). The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38-41.
Markham, P. L. (1993). Captioned television videotapes: Effects of visual support on second language comprehension. Journal of Educational Technology Systems, 21(3), 183-191.
Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32(3), 321-328.
Markham, P., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.
Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of educational psychology, 90(2), 312.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18(1), 118-141.
Nation, P. (1990). A System of Tasks for Language Learning.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 94-106.
Paivio, A.(1986). Mentalre presentations: Adualcodingapproach.Oxford, England: Oxford University Press.
Rubin, J. (1994) A review of second language listening comprehension research. Modern Language Journal, 78(2), 199-221.
Rott, S. (1999). THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS'INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING. Studies in second language acquisition, 21(4), 589-619.
Shiffrin, R. M., & Atkinson, R. C. (1969). Storage and retrieval processes in long-term memory. Psychological Review, 76(2), 179.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning, Cognitive Science, 12, 257–285.
Syodorenko, T. (2010). Modality of input and vocabulary acquisition. Language learning & technology, 14(2), 50-73.
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422-427.
Turner, M. L., & Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28, 127-154.
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W. (2005). An automated version of the operation span task. Behavior research methods, 37(3), 498-505.
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. English Language Teaching Journal, 42(4), 272-281.
Vanderplank, R. (2016a). Captioned media in foreign language learning and teaching. London: Palgrave Macmillan.
Welles, E. B. (2004). Foreign language enrollments in United States institutions of higher education, Fall 2002. ADFL Bulletin, 35(2-3), 413-419.
Winke, P., Gass, S., & Syodorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86.
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye‐tracking study. The Modern language journal, 97(1), 254-275.
Yang, J. C., & Chang, P. (2014). Captions and reduced forms instruction: The impact on EFL students’ listening comprehension. ReCALL, 26(1), 44-61.
Yeldham, M. (2018). Viewing L2 captioned videos: what's in it for the listener?. Computer Assisted Language Learning, 31(4), 367-389.