在台灣，英語並非被列為官方語，以至於大多數英語聽力學習者在日常生活中，因環境實質上缺乏適當且充足的語言交流刺激，而造就其學習動機之銳減。有鑑於此，英語教學者應妥善構思有效用的英語聽力學習方式，來啟發性地輔佐聽力學習意願之建立與增進。為了成就此教學標的，本實驗與淡江大學之兩班大一生合作，人數總計一百一十七位，個別來自於非英語系為主修之兩門學系，組別(一)為電機工程學系，組別(二)為化學系生化組，經由為期十三周之同步訓練，雙方個別接收其分配之多媒體聽力題材，組別(一)為電影聽力題材，組別(二)為廣播聽力題材，為了有效提出教學法上恰當的實際應用，這兩種不同模式的學習成效也經由先後三份測試和問卷訪查之分析結果來評比其優異，此三份測試之試題內容皆來自於全民英檢中級聽力測驗，研究結果顯示，相較於廣播題材裡語言之單一聽覺輸入，電影題材中，視訊畫面能賦予英聽學習者雙重感官輸入，而此同步化之視聽輸入能更有助於聽力學習者在解讀耳聞語言資訊與建立良好學習意願。因此，教學法上應妥善運用視覺輔助來協助英聽者在學習策略能力上的增進，適時克服因對語言或文化上不熟悉而導致形成之聽力障礙，進而之，有效提升英語聽力之理解程度。 In Taiwan, an EFL learning context in which the lack of sufficient available English-speaking auditory stimuli generally de-motivates many capable learners to diligently improve increasable listening skills. It is, thus, significant for teaching facilitators to thoughtfully provide inexperienced listeners with certain motivational and effective learning alternatives. To ideally fulfill such instructional requirement, this study attempted to present a total of 117 freshmen, from two non English major departments in Tamkang University, with the respectively well-designed multimedia-utilized listening materials: segmental film scenes and abridged broadcasting programs. 70 Electrical Engineering Department participants from Experimental Group 1 were provided with movie-viewing listening materials. Experimental Group 2, in which 47 subjects enrolled in the Department of Chemistry-Chemistry and Biochemistry Division, received broadcasting listening materials. The respective learning outcomes of these two programs were also comparatively investigated to pedagogically suggest the proper listening learning manner. Through the simultaneous 13-week term of listening training, the GEPT Intermediate level listening comprehension tests were utilized as the evaluative instruments, and the results of pretest, mid-test, posttest, and a survey were respectively as well as comparatively analyzed, afterwards. The results manifested that the extra presence of films’ visualized supplements could better assist the participants from Experimental Group 1 in decoding aurally received messages and in building up positive learning motivation. It is recommended that the pedagogically adequate employment of pictorial implements could successfully improve listening comprehension by the advantageous provision of visually strategic aids for unseasoned listeners to compensate for certain deficient knowledge areas such as the unfamiliarity with the target language’s culturally multi-faceted phenomena.