本研究探討背景知識對台灣高中學生的英語聽力理解和詞彙的影響。主要探討問題包括：(1)背景知識是否有影響高中生的英語聽力理解？(2)背景知識是否會影響高中生的英語詞彙習得？(3)高中生對背景知識在英語學習的影響上有何看法？本研究受測對象為台灣北部某女子高中的35名10年級的學生，研究工具有英語詞彙測驗、英語聽力理解測驗、與半結構性訪談。在進行正式研究前，實施先導研究，並修改測試方法和測試項目。所有受試者皆完成了兩組測試，一份是熟悉的內容，另一份則是不熟悉的內容。每組測試都包括聽力理解測試之後的詞彙測試。測驗結束後，有六名受試者進行半結構性訪談，以深入了解他們對背景知識影響英語學習的觀點。
研究結果顯示，背景知識對高中生的英語聽力理解有顯著的影響。學生所擁有的背景知識可以幫助他們去完成聽力任務。另一方面，學生聽的若是熟悉的主題內容，在有背景知識的幫助下，較能利用以前的經驗或上下文知識來推斷單詞的含義。然而，透過訪談，背景知識的熟悉對於英語低水平的學生來說並沒有太大的幫助。因此，英語水平還是影響語言學習的重要因素。最後，希望此研究結果能有助於理解背景知識對英語語言學習的影響，並為英語聽力和詞彙教學提供進一步的建議。

Researchers have paid much attention to the effect of background knowledge on EFL reading comprehension, yet its effects on listening comprehension and vocabulary learning in second language learning are still critically lacking, especially in senior high EFL settings in Taiwan. This paper looks into the effect of background knowledge on Taiwanese EFL students’ listening comprehension and vocabulary. The study mainly addresses three research questions, including (1) Does background knowledge affect senior high school students’ EFL listening comprehension? (2) Does background knowledge affect senior high school students’ vocabulary acquisition? (3) What are senior high students’ perspectives on the effect of background knowledge on EFL learning? Participants in the study were thirty-five 10th grade EFL students from a girls' senior high school in northern Taiwan. Three instruments were adopted in the study, including vocabulary tests, listening comprehension tests, and a semi-structured interview. Before conducting the formal study, a pilot study was conducted and revisions were made in terms of the test method and test items. All participants completed two sets of tests, with one familiar content and one unfamiliar content. Each set of tests included a vocabulary test following a listening comprehension test. Six students were also selected for semi-structured interviews on their perceptions toward the effect of background knowledge.
The results indicated that background knowledge had a significant influence on EFL listening comprehension. That is, the background knowledge that students bring with them helps them to perform the listening task more successfully. It was also found that if students have the background knowledge, they are more likely to use their previous experiences or contextual knowledge to infer the meaning of words when they listen to familiar topics. Through the interview, however, the familiarity of background knowledge is not effective when it comes to low proficiency level students. Therefore, the feedback proved that EFL proficiency may also be regarded as a significant factor influencing language learning. The findings of the experiment are expected to provide a better understanding of the effect of background knowledge on EFL language learning, and also provide guidelines and a range of insights for EFL teachers who intend to teach listening and vocabulary in high schools.

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