近年來，英文教學強調英語是人與人之間溝通的主要工具之一。電視和錄影帶是很有影響力的溝通工具，電視和錄影帶不僅傳遞影片中的視覺效果更生動地呈現劇情對話文字、音樂的聽覺效果。在這樣的表現方式裡，字幕扮演著溝通的橋樑。字幕透過視覺的頻道傳達劇情內容和透過聽覺的頻道處理對話文字、音樂。然而，字幕的呈現對外語學習是種幫助抑或阻礙 ? 本研究將針對台灣大學生為研究對象，每週收看有英文字幕的電視錄影帶，並將探討標的語字幕對外語學習者在聽力理解學習成就上的影響，希冀，聲音、影像，及內容同步進行可增加英文聽力能力，提供外語教學或學習之參考。所使用的統計方法將包括敘述性統計 (Descriptive Statistics) 、共變數分析 (Analysis of covariance, ANCOVA)。

English is considered a major tool for communication. TV/video plays an important role in the transmission of information and is a powerful medium in English teaching. Moreover, implementing with captioned videos
with verbal information and full visual context has become more accessible in the language classroom. In this regard, this study investigated the impacts of video captioning on L2 learners’ listening comprehension in Taiwan. The experiment proceeded for five weeks, which involved watching two fifteen-minute episodes from an English-as-a-Second-Language (ESL) instructional videotape, Connect with English, in a listening class once a week. General English Proficiency Test (GEPT), the pretest and posttest, was administered to assess the students’ listening comprehension. Descriptive statistics and Analysis of Covariance (ANCOVA) were utilized in the data analysis. The findings revealed that the subjects viewing captioned videos outperformed the control group, which did not view captioned videos with captioning. These suggest that the use of captioned videos had improved the learners’ listening comprehension