本研究以五年級的學生作為研究對象，計192人，以3（重複次數）×2（故事難度）×3（識字能力）之實驗設計探討重複聆聽在聽力理解上之效果，並進一步針對不同故事難度，探討不同識字能力學童在重複聆聽相同訊息下所呈現之聽力理解能力組型。以變異數分析進行資料分析，所得之重要結果如下：1）不論聆聽次數的多寡，學生在簡單故事上之聽力理解表現皆較困難故事來得高。2）就不同故事難度而言，不同聆聽次數在聽力理解之成長效益並不一致。在簡單故事上，不論聆聽次數的多寡，學生之聽力理解表現並未達.05之顯著差異水準；但是，在困難故事上，學生在聆聽三次上之聽力理解表現皆較僅聽一次或兩次來得高。3）不論識字能力的高低，學生在聆聽兩次之後的聽力理解表現即趨於穩定。從這些發現中建議教師在呈現訊息時，應該要針對教材的難度以及學生的能力來加以決定訊息需要重複出現的次數，以利學生的學習成長。

This study used a 3 (once vs. twice vs. three times) × 2 (easy vs. hard) experimental design to estimate the effects of repetition and story difficulty on fifth graders’ listening comprehension. The 192 participants came from 6 classes, which were randomly assigned to each of the 6 experimental conditions. It was found that, despite the number of repetitions and story difficulty, students listening to the easy story had higher comprehension scores than those listening to the hard story. For the easy story, no significant difference was found between any two repetition groups; however, for the hard text, those students listening to the story three times did obtain significantly higher comprehension scores than those listening to the story only once or twice. With regard to repetition, after listening to the story twice, the students’ growth of comprehension became stable. These results indicated that repetition had a positive effect on listening comprehension and the difficulty level of a text plays an important role in listening comprehension. It is concluded that, when presenting information, the teachers should base their decision as to the number of repetitions on material difficulty and student ability in order to improve the students’ listening comprehension.