本研究主要目的探討影片字幕對國中生英語聽力理解之影響，並希望能對英語教學有所貢獻。研究問題包括（1）沒字幕影片、英文字幕影片或中文字幕影片，哪一個較能增強聽力理解？（2）不同字幕與聽者英文能力有無關連？（3）國中生對不同的字幕呈現觀感為何？本研究受測對象為85位來自宜蘭縣某所國中的國二生，研究工具有全民英檢初級聽力測驗、聽力理解測驗、問卷與半結構性訪談。在實驗前會先依全民英檢聽力成績確認受測者英語能力，之後將受測者分為無字幕組(控制組)，英語字幕組(實驗組一)和中文字幕組(實驗組二)。實驗過程為五個星期，每一個星期，受測者觀看一部短片，並立即完成英語聽力理解測驗。五星期後，兩組實驗組的受測者再完成問卷以了解他們對於字幕的觀感，最後各組挑四名，總共十二名受測者進行半結構性訪談。研究結果顯示，中文字幕組得分最高，接著是英語字幕組，而無字幕組分數最低。另外，二因子變異數分析顯示，受測者英語程度與字幕模式在英語聽力理解方面無顯著差異，但根據訪談結果，低成就者比較依賴字幕。此外，有些受測者提到中文字幕有時對他們而言是干擾。總結來說，量化與質性分析資料顯示，中英文字幕對於英語聽力理解是有幫助的，但必須小心地運用。最後，本研究結果希望能對英語聽力教學的領域有所貢獻，提供英語老師和學生在字幕運用於英語聽力學習的一些建議，也希望能協助出版社開發更多相關英文影片教材。

This research aims to probe the effect of video caption and subtitle on EFL listening comprehension of junior high school students, and to find some pedagogical implications for EFL listening. A mixed approach is utilized to mainly address the following research questions：(1) What kind of video can better enhance EFL learners' listening comprehension, English caption videos, Chinese subtitled videos or no caption videos? (2) Is there any relationship between the variation of captions / subtitles and the EFL learners' proficiency level? (3) What perspectives do EFL learners take respectively on caption videos, Chinese subtitled videos and no caption videos? Participants were 85 eighth graders from a junior high school in Yilan County. Four instruments were adopted in the study, including a mock GEPT listening test, listening comprehension tests, questionnaires and semi-structured interview guide. Before the experiment, all the participants took the GEPT listening test to know their proficiency level. Videos without captions were used in the control group. Videos with full English captions and Chinese subtitles were watched by experimental group one and two respectively. The experiment was conducted for five weeks. For each week, participants watched one video and immediately took a test to evaluate their listening comprehension. After that, participants from the two experimental groups completed the questionnaires to see their perspectives towards caption and subtitle. Finally, twelve participants in total, four from each group, were chosen to receive a semi-structure interview to elicit more specific information. The results revealed that participants gained the highest scores in Chinese subtitle group and gained the lowest scores in no caption group. Although the result of two-way ANOVA showed that there is no significant difference in the interaction of learners' proficiency and caption modes, however, based on the interview, less proficient learners tend to watch videos with English caption or Chinese subtitles. In addition, some interviewees stated that Chinese subtitle sometimes could be interference. In conclusion, the results of quantitative and qualitative data showed that captions and subtitles were beneficial to listening comprehension, but have to be more cautiously used. The study is expected to contribute to the literature of L2 listening instruction, to provide implication on how teachers make good use of English caption and Chinese subtitle, to help students apply different caption modes for learning EFL listening, and to give publishers ideas on developing teaching materials of English films.

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