本研究的研究目的是探討中、英文影片字幕對於英語學習高低成就之高中職學生英語聽力理解與單字學習的成效。受測對象為82位高中職學生，分為兩個等級，一為高職類科班級，英語學習成就相對低之班級，英語程度為初級。另一班為雙語班，經過篩選後組成之班級，英語程度為中高級，英語學習成就高。字幕的呈現分為中文及英文字幕兩種，受測者看完影片後，依順序完成詞形辨識、詞彙測驗和影片理解測驗等三個部分。研究結果顯示，此兩種字幕呈現不同不影響學生影片聽力理解及詞彙學習。在詞形辨識測驗及影片理解測驗中，中文字幕組得分高於英文字幕組；在詞彙測驗中，英文字幕組得分高於中文字幕組；但這些差異皆沒有達到統計上的顯著水準針對學習動機進行分組施測，發現中文字幕組明顯高於英文字幕組，且平均分數具有顯著差異。此外，將學生分為高低成就組再比較數據，發現對高成就學生來說，中英字幕組三個部份的測驗平均分數差異不大，均無顯著差異。但對低成就組，中文字幕對於詞形辨識和影片理解均較高於英文字幕，且在影片聽力理解的部分具有顯著差異。總結，中英文字幕對於詞形辨識、詞彙測驗及影片測驗理解並無顯著差異，因此在學習上中英文字幕的提供均提供相近的成效，但中文字幕在學習動機的部分有顯著影響，且對低成就者而言，中文字幕也對於影片聽力理解有顯著幫助，顯示學對於低成就者，中文字幕的選用與支持是可參考的發展方向。

The study aimed to find the influence of Chinese subtitles or English captions on English listening comprehension, vocabulary learning, and perceptions to English caption/Chinese subtitle of senior high school students in Taiwan. The research was conducted using 82 students divided into two different English proficiency levels. One was the bilingual class whose students were selected at when they entered the school. The other group came from a vocational high school. The bilingual class was set as a high-level group, whereas the other class was set as a low-level group. Each class was divided into two smaller groups with English/ Chinese captions provided creating four groups in total. After watching select videos, there were three parts of the test which were conducted in the following order: form recognition, meaning recognition, and listening comprehension. According to the analysis of quantitative data, no significant differences were found throughout all three parts of the test. In form recognition and listening comprehension, the group which received Chinese subtitles outperformed the group which was given English captions. In meaning recognition, the group who received English captions received higher scores than the group which had Chinese subtitles. As for the result of perception to English caption/Chinese subtitle for each group, a significant difference was found, and the average mean score of the Chinese subtitle group was higher than the English group’s. Upon further analysis, the study found that for higher level learners, the three parts in the tests showed no significant differences. However, for the lower level learners, the Chinese subtitle group did better on form recognition and listening comprehension than the lower level learners who received English captions. There were also significantly different results in the listening comprehension parts. From this it can be concluded that no significant differences were found between Chinese subtitles and English captions, thus, they both provide similar effects on learning. Nevertheless, Chinese subtitles did influence the learning motivation and provided significant help for lower level learners on their listening comprehension which indicated that the use of Chinese subtitles can be adopted and further considered.

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