根據有意注意假設(noticing hypothesis)及可理解性輸入理論(comprehensible input)的架構，本研究意在探討字幕語言順序隊以英文為第二外語之大學生單字學習的影響。
實驗為期六個禮拜，在實驗中，五十四位受試者根據其全民英檢中高級的成績被分為高分組 (N= 28) 及低分組 (N= 27)，每位受試者在完成目標單字的前測後會觀看四部片長約 8-12分鐘的影片，其中兩部以先中文和英文的字幕順序觀看，另兩部則以先英文和中文的順序觀看，看完影片之後，研究者實施單字後測，並在最後一個禮拜發下問卷，以利調查受試者的背景資料等等。
研究結果顯示雖然字幕語言順序本身沒有呈現出顯著差異，但高分組學生的學習成效和低分組學生的學習成效在兩種字幕語言順序下皆呈現出顯著差異：高分組學生的學習成效較低分組學生的學習成效好。
除此之外，此研究還發現，電影類型對學生的單字影響有顯著的差異，當學生群觀看非文藝片時，他們的單字學習成效較其觀看非文藝片時來的高；這些結果顯示，在看影片學單字的領域中，比起字幕的呈現順序，學生本身既有的第二外語程度和其觀看的影片類型看似較能影響學生之後的單字學習效果，這樣的結果也告訴第二外語的教師們，當以讓學生學到單字為觀看影片目的的時候，老師應當考慮學生的外語程度，若學生程度較低，則應優先考慮非文藝片讓學生欣賞。

Based on noticing hypothesis (Schmidt, 1990) and comprehensible input (Schmidt & Frota,1986), the study aims to explore the influence of the order of subtitles on L2 learners’ vocabulary learning and whether participants’ proficiency level is a factor in affecting their vocabulary acquisition.
Fifty-five college freshmen of Taiwan participated in the study. Based on an English proficiency test, participants were divided into high proficiency group (N= 28) and low proficiency group (N= 27). An 8-12 minute video clip from each of four films in DVD format will be presented to all participants. All participants watched the first and third videos with L1 subtitles first and then with L2 captions. The second and fourth videos were watched first with captions and then with subtitles. After viewing each video, they completed an immediate vocabulary test. A self-designed questionnaire was also distributed during the final week of the experiment.
A major finding is that high language proficiency participants outperformed the low language proficiency participants significantly in the two conditions where the order of subtitles was presented differently; however, no significant result was found showing that participants from the two groups differed from each other in terms of viewing videos with different order of subtitles. Nevertheless, it was found that participants performed significantly better in the subsequent vocabulary tests after watching non-romantic types of movies. The results indicate that participants’ English proficiency as well as the genre of movies, instead of the order of subtitles, could be the potential reasons that affect participants’ vocabulary acquisition.

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