英文聽力為英語口語溝通中重要的技能。由於長期以來，台灣傳統正規英文聽力教育多以緩慢清楚地發音為主，導致許多台灣學生因不熟悉口說英文的重要特色---口語發音縮減特徵，而出現聽力上的困難。然而，為了熟悉並習慣英語口語發音縮減特徵，必須沉浸在大量的真實口說英語環境並加以練習判斷。為了彌補我國因缺乏真實口說英語的環境而無法提供口語發音縮減特徵的聆聽練習，本研究提出一個影片式英語口語發音縮減特徵學習系統，以輔助英文聽力學習。該系統可讓學習者自由滙入任何含字幕檔的英語影片，並為滙入的影片自動判斷並註記含有口語發音縮減特徵的句子，以提供大量例句做為聆聽練習之用。該系統也提供聽力克漏字練習功能，可從已滙入的影片中自動出題，並評量口語發音縮減特徵練習結果並回饋給學習者做為參考。
本研究另設計一實驗，探討影片式英語口語發音縮減特徵學習系統的學習成效、使用者對該系統的意見態度和滿意度。實驗的結果證實，在口語發音縮減特徵的學習成效上，該系統比起單純使用口語發音縮減特徵教材學習加上影片複習的組合的成效來得更加顯著，所以它對英語口語發音縮減特徵的學習有明顯幫助。在英文聽力的學習成效上，雖無法證明實驗組成績顯著高於控制組，但受試者在問卷和訪談中，對於系統皆給予正向的滿意度，且對於該系統輔助英文聽力效果表示肯定。
最後，本研究透過問卷及訪談，整理出使用者對系統的改善建議，其中包含了影片和字幕播放介面的改善、以及應考慮加入的新功能，以提供日後系統進一步發展參考用。

English listening is an important skill for communication. For a long time, The Taiwanese teachers usually speak slowly and clearly in English listening instruction, and reduced forms--the phonological simplification or variations often found in Spoken English--are lost in classroom. This phenomenon makes English learners in Taiwan only get used to a model of speech where every segment is clearly articulated. In other words, They ususally aren’t familiar with reduced forms. The unfamiliarity with reduced forms is one of the main factors that results in listening difficult. To promote the awareness of reduced forms, exposing learners to reduced forms with great amount of authentic listening materials and practices are general suggestion. Therefore, the study proposed a film-based reduced forms learning system for assisting listening comprehension. The system contains two main functions as follow:
1. Automatic extraction and notation function: The function extracts reduced forms examples by the subtitle of any English film.
2. Automatic cloze items contructing function: The function constructs cloze items for practices based on above extracted examples.
A between-subjects design was employed to explore the effectiveness of the system. The result revealed that the system promoted the awareness of reduced forms significantly, and the experimental group show strikingly superior to the control group the in the reduced forms posttest. However, the experimental group didn’t exceed control group in the listening comprehension post, so the facilitating effects of the system on listening comprehension was not salient. Although the effectiveness of the system on overall listening comprehension is not verified, the experimental group showed the positive attitude in system satisfaction. They also approve the effects of the system in many aspects of their listening.

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