臺灣博碩士論文加值系統

英檢準備課程對國中生英文能力的影響之研究
摘 要
加入WTO 刺激台灣的教育改革，為因應全球化教育趨勢，紛紛提出各種因應措施，例如九年一貫的教育改革、高中多元入學制度的國中基本學力測驗、及近幾年各級學校機關所用來評量個人英語能力的全民英檢。而這些因素全是本研究當時的時空背景。
本研究旨在探討國中時期英檢準備課程對英文能力成效之個案研究，並根據研究結果，提出設計與實施英檢準備課程對增進國中生英文能力之建議，做為課程實施者之參考。基於研究目的，本研究以歸仁鄉某文理補習班的四位國一英文程度的學生進行個案研究，在研究教學執行前以全民英檢初級第一階段成績作為前測，繼而接受為期三個月的英檢準備課程訓練。課程結束前再以另一次的全民英檢初級第一階段成績以作為後測。本實驗採用質化的分析方式，透過教室觀察記錄，問卷調查，訪談，教師工作日誌與學生測試卷，來作為評鑑實驗課程及實施成效之輔佐工具，調查的結果顯示出，透過此統合的具體教學行動，學習者獲益頗多。茲將主要研究結論摘要如下:
一、 接受特定英檢準備課程後，國中學生的英檢成績有提昇的效果。
二、 接受特定英檢準備課程後，國中學生的英文能力有提昇的效果。
三、 整體而言，學生能了解肯定老師的教學活動，並能主動加強自己的英文學習。
四、 在實施歷程中發現，學生同時面對學校課程和英檢考試壓力，家長對英檢準備
課程的認同對學生的英文成就影響很大。
最後，研究者根據研究結果提出本研究對英語教學的意義，並建議未來研究的方向。

A Study of Effects of a GEPT Preparative Program on Students' English Performance

Abstract

Participating in WTO stirs up the passion of reforming Taiwanese education. In order to react to the educational trend of globalization, the government offers many acts such as the innovation of Nine-year Integrated Curriculum, the reforms of entrance exam in senior high school as Basic Competence for Junior High School Students (BCET), and the Ministry of Education commissioned the Language Training & Testing Center (LTTC) to develop a fair and reliable English test, called the General English Proficiency Test (GEPT), for students of English at all levels of proficiency.
This study is to investigate effects of a GEPT preparative program on junior high school students’ four English skills. This study aims to provide the theoretical and practical knowledge that we need to nurture junior high school students into new English learning targets and to conduct junior high school teachers into new teaching ways.
Based on the above research purposes, this study selected four junior high school students as subjects. They took General English Proficiency Test (GEPT)-Elementary Level as the pre-test. The scores on pre-test were used as their entering proficiency. A three-month GEPT preparative program on students’ English performance was then taught to the subjects. At the end of the preparative program, another GEPT-Elementary Level was taken as a post-test.
Additionally, a qualitative research is utilized to conduct this study. The methods used in the study include researcher’s field notes, questionnaires, interviews, and two times of GEPT-Elementary Level first stage test scores to achieve triangulation. Descriptive statistics and content analysis are employed to analyze the data. The results are as follows:
1. After having participated in the GEPT preparative program, junior high school students’ English performance on GEPT has increased positively.
2. After having participated in the GEPT preparative program, junior high school students’ English abilities have increased positively. An immediate effect is shown at the aspect of English school performance.
3. Speaking of the learning effectiveness of this study, students indicated that they could understand and affirm teaching activities, and became more active in strengthening their own English learning.
4. Since the students encountered school course programs and the GEPT preparative program simultaneously, parental involvement played an important role on students’ English achievement.
Finally, some pedagogical implications for instructions on four English skills are provided for teachers and learners. The limitation of the study is also discussed and further studies are suggested.

Keyword: Nine-year Integrated Curriculum, Basic Competence for Junior High School Students, four skills, General English Proficiency Test

Tables of Contents

中文摘要……………………………………………………………… iv
Abstract………………………………………………………… v
Acknowledgements………………………………………………… vii
Tables of Contents…………………………………………………… viii
List of Tables………………………………………………………… x
List of Figures………………………………………………………… xi

ChapterⅠ INTRODUCTION……………………………………… 1
Background……………………………………………………… 1
Statement of the Problem………………………………………… 3
Purposes and Motivations of the Study………………… 4
Research Questions……………………………………………… 6
Significance of the Study……………………………………… 6
Limitations of the Study……………………………………… 7
Definitions of Terms……………………………………………… 8

ChapterⅡ LITERATURE REVIEW……………………………… 11
Taiwan English Policy…………………………………………… 11
General English Proficiency Test-Elementary Level… 13
Basic Competence Test for Junior High School Students15
Comparisons between GEPT and BCET………………………… 16
Relationship among Four English Skills…………………… 18
Teaching Model for a GEPT Preparative Program……… 21
Summary of ChapterⅡ………………………………………… 24

ChapterⅢ METHODOLOGY …………………………………… 26
Research Design………………………………………………… 26
Pilot Study………………………………………………………… 28
Participants……………………………………………………… 31
Role of the Researcher…………………………………………… 32
Setting…………………………………………………………… 33
Research Process………………………………………………… 34
Instructional Model of the GEPT Preparative Program 36
Materials………………………………………………………… 39
Instruments and Data Collection……………………… 39
Data Analysis…………………………………………………… 42

ChapterⅣ FINDINGS AND DISCUSSIONS……………………… 44
Results of the Study……………………………………………… 44
Research Question 1: How Effective is the GEPT Preparative
Program on Students’ English
Performance? …………………… 45
Research Question 2: What are Pedagogical Implications of this GEPT Preparative Program with Four
Skills on English Education in Junior High School?................... 55
Research Question 3: What are the Junior High School Students’ Attitudes toward this GEPT Preparative Program?...................... 59
Additional Findings……………………………………………… 64
Summary of ChapterⅣ………………………………………… 64

ChapterⅤ CONCLUSIONS AND SUGGETIONS ……………… 66
Overview of this study…………………………………………… 66
Findings………………………………………………………… 67
Conclusions …………………………………………………… 67
Suggestions…………………………………………………… 69

References…………………………………………………………… 71
Appendix A: Oral Interview Questions of the Participants………… 76
Appendix B: Oral Interview Questions of the Foreign Instructor 77
Appendix C: Reflective Note ……………………………………… 78
Appendix D: Field Note……………………………………………… 79
Appendix E: Lesson Plan…………………………………………… 80
Appendix F: Questionnaire Survey………………………………… 81
Appendix G: EFL Self- Learning Strategy Survey……………… 82
Appendix H: A GEPT Preparative Program ……………………… 83

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