本研究的研究目的是探討影片字幕的呈現方式對於英語聽力理解與詞彙學習的影響。受測對象為105位台灣大學生，其英語程度為中低級，字幕的呈現方式為以下五種之一：(1)無字幕(控制組)、(2)完整字幕無聲、(3)完整字幕有聲、(4)完整字幕加目標詞標記、(5)完整字幕加目標詞標記和第一語言注釋。受測者看完影片後，依順序完成影片理解和三項詞彙測驗包含詞形辨識、詞義辨識及詞義回想。研究結果顯示，字幕呈現不同不會影響影片理解但是會影響詞彙學習。依據量化分析顯示，控制組和四組實驗組在影片理解測驗中平均分數無顯著差異。在詞形辨識測驗中，完整字幕有聲組、目標詞標記組和第一語言注釋組得分高於完整字幕無聲組和無字幕組。至於在詞義辨識和詞義回想測驗中，第一語言注釋組得最高分，其次是完整字幕有聲組，目標詞標記組、完整字幕無聲組和無字幕組得分最低。總而言之，第一語言注釋在詞彙學習的三方面幫助最大，表示有助於強化新單字詞形和詞義的連結。雖然目標詞標記有助於詞形辨識，卻無法有效幫助學習者辨識和回想詞義，因為目標詞標記只能提高學習者在詞形的注意力而不是詞彙的意義。完整字幕無聲組和無字幕組的學習效益不高，顯示適合詞彙學習的教材須同時包含聲音、影像和字幕。

This study investigated how different caption types influenced Chinese-speaking EFL learners in the vocabulary learning of videos. 105 Taiwanese undergraduates watched videos under one of five caption types: (1) no caption (NC), (2) full caption with no audio (NA), (3) full caption (FC), (4) full caption with highlighted target-words (HTW), and (5) full caption with highlighted target-words and L1 gloss (L1), and completed comprehension tests and three vocabulary tests including form recognition, meaning recognition and meaning recall.
The findings revealed that caption types did not affect video comprehension but did affect vocabulary acquisition. The groups scored around 53-66 percent of maximum score in the comprehension tests. As for vocabulary acquisition, the FC, HTW, and L1 groups performed significantly better than the NC and NA groups in form recognition. For meaning recognition and recall, the L1 group achieved the highest scores, followed by the FC group, while the NC, NA, and HTW groups obtained the lowest scores. Overall, L1 gloss facilitated all the three aspects of vocabulary acquisition, suggesting that it could reinforce form-meaning connection of new words. Although HTW improved form recognition, it did not have a positive effect on meaning recognition and recall, as HTW might increase attention to forms rather than to meanings. NC and NA were not helpful for vocabulary acquisition, suggesting that the participants learned vocabulary better with a combination of audio, image, and caption.

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