臺灣博碩士論文加值系統

本研究旨在分析從民國九十年到九十九年這近十年內在學科能力測驗以及統一入學測驗中的英文閱讀理解測驗。分析就考試題目類型的種類著手，進而調查台灣高中與高職英文教師對這近十年內的英文閱讀理解測驗中考試題目類型的看法。除此之外，為了探究閱讀理解測驗與閱讀教學之間的關係，英文教師在如何進行單句理解、句子彼此之間、與整體及句子以外理解的教學上的看法也是研究重點。同樣地，英文教師的閱讀教學觀在本研究也會多加著墨。
本研究採取量化以及質化的研究方式來收集以及分析資料。量化方面，考試題目類型會根據閱讀能力進行分類。分類之後，依據百分比的方式呈現出這十年來的比例分配。質化方面，為了探究英語教師對於閱讀測驗以及閱讀教學的看法，透過以研究者自編之六題開放性的訪談問題為工具，針對來自北台灣城市裡的五所高中及五所高職共十所學校的十二位高中與高職的英文教師進行個別訪談。訪談資料採用質性資料分析的方式進行轉錄統整，以利整體資料內容意思的瞭解並在本研究採取引用的方式呈現。
本研究的主要發現依據「考試題目類型種類」、「教師在閱讀理解測驗上的看法」、以及「教師針對閱讀教學的觀點」可分為三大類。重點如下所述：（一）不論是在英語學科能力測驗還是統一入學英語測驗中，閱讀理解測驗的考試方向偏重句子彼此之間的理解許多。（二）大部分的英文教師都認為此測驗應該要加重整體理解的部分，並且要有更多的題目是著重在上下文意以及整體文意的理解。（三）考試題目類型所涵蓋的七項閱讀能力都有包含在教師的閱讀教學中。亦即，考試重點和教師在閱讀教學上所強調的部分不謀而合。除此之外，那些教師在閱讀理解教學上所強調的重點，大部分都屬於以文本為中心的傾向。
最後，本研究提供給英語學科能力測驗以及統一入學英語測驗命題者，還有高中職英語教師的建議如下：（一）著重句子彼此之間的理解以及整體與句子以外的理解的兩者考試題目類型之比例分配應該要平衡。也就是說，整體與句子以外的理解的比例應該要增加。（二）是否閱讀理解教學上所強調的重點可以多包含以讀者為中心或是兼容以文本及讀者為中心的傾向，可以思索一番。

The current study aims to analyze reading comprehension
tests in the SAET and the English test of TVEE from the year 2001 to the year 2010 in terms of distributions
of test items, and then further to investigate senior and vocational high school teachers’ perspectives on the reading comprehension tests with respect to distributions
of test items. Additionally, in order to explore
associations between reading comprehension tests and teachers’ teaching of reading, viewpoints of the teachers on how to teach students reading with regard to three reading comprehension processes as the micro-comprehension process, the integrative comprehension process, and the
macro-comprehension process, are probed into. Besides, on the strength of the same purpose, the teachers’ beliefs of reading instruction are major focuses in the research.
In the research, both quantitative and qualitative methods were used to collect and analyze data. That is, after the categorization of test items, they were analyzed
quantitatively for showing their distributions.
Qualitatively, twelve senior and vocational high school teachers were selected from five senior high schools and five vocational high schools in the north of Taiwan and interviewed with six open-ended questions to express their perspectives on the tests and reading instruction. After
interviewing, the researcher took qualitative procedures to organize the data, grasp what they mean holistically, and present them with direct quotations.
After the data analyses and integration, the major findings were presented based on three primary aspects: distributions of test items, teachers’ viewpoints on reading comprehension tests, and their perspectives on reading instruction. First of all, in both the SAET and the English test of TVEE in the past consecutive ten years, most of test items in reading comprehension tests dealt with the integrative comprehension process. Next, with respect to the phenomenon, most of the teachers considered that it should be adjusted that there should be more test items designed to focus on the contextual and global information, and overall comprehension. Finally, seven reading skills used to write seven types of test items are all contained in the teachers’ teaching of reading. That is, major points highlighted in reading comprehension tests conform to what the teachers put the emphasis on in their instruction in reading. Moreover, the majority of the points stressed in the instruction belong to the text-based mode.
Eventually, on the basis of the major findings, there are two suggestions for test writers who design reading comprehension tests in the SAET and the English test of
TVEE, and for senior and vocational high school teachers. Regarding test writers, the ratio of the integrative comprehension and the proportion of macro-comprehension
could be more balanced. Namely, future reading tests could include more test items written to measure the macro-comprehension. As to senior and vocational high school
English teachers, whether main points stressed in reading comprehension instruction can be associated more with reader-based or interactive modes can be pondered on.

TABLE OF CONTENTS

ABSTRACT (CHINESE) ii
ABSTRACT (ENGLISH) iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER ONE INTRODUCTION
Background of the Study and Motivation 1
Purpose and Research Questions of the Study 6
Definition of Terms 7
Significance of the Study 13
CHAPTER TWO LITERATURE REVIEW
Reading Comprehension 15
Reading Skills 17
Reading Assessment 20
Reading Test with Multiple Choice Items 21
Research on Reading Comprehension Tests 22
Comprehension Instruction 26
Reading Strategies and Activities 27
Teacher’s Beliefs of Teaching 29
Teacher’s Beliefs of Reading Instruction 30
Summary 32
CHAPTER THREE METHODOLOGY
Participants 34
Instruments 36
Data Collection Procedures 38
Data Analysis 40
The Pilot Study 45
CHAPTER FOUR RESULTS
Distributions of Test Items 52
Results of the Distribution of Items in SAET 52
Results of the Distribution of Items in the English Test of TVEE 57
Perspectives of Teachers on Reading Comprehension Tests 62
Perspectives of Senior High School Teachers on Tests (SAET) 62
Perspectives of Vocational High School Teachers on Tests (the English
Test of TVEE) 67
Viewpoints of Teachers on Reading Comprehension Instruction 71
Viewpoints on Reading Instruction (Micro-comprehension Process) 71
Viewpoints on Reading Instruction (Integrative Comprehension Process)
74
Viewpoints on Reading Instruction (Macro-comprehension Process) 78
Viewpoints on Reading Instruction (Overall Teaching) 83
CHAPTER FIVE DISCUSSIONS AND CONCLUSIONS
Summary of Major Findings 91
Distribution of Test items in SAET 92
Distribution of Test items in the English Test of TVEE 93
Perspectives of Teachers on Distributions of Test Items in SAET 93
Perspectives of Teachers on Distributions of Test Items in the English Test of TVEE 94
Perspectives of Teachers on Reading Instruction 95
Discussions about the Findings 96
Conclusions 102
Limitations of the Study 103
Suggestions for Further Research 103
REFERENCES 105
APPENDIXES 113
Appendix A Interview Questions in the Study (Chinese Version) 113
Appendix B Sample Transcript of the Interview (TSD) 114















LIST OF TABLES

Table 2 Categories of Reading Skills 18
Table 3.1 Background Information of Participants 35
Table 3.2 Questions for the Interview 37
Table 3.3 The Number of Reading Passages and Test Items 39
Table 3.4 Types of Questions in the SAET and the English test of TVEE 40
Table 3.5 Comprehension Processes and Reading Skills Taken in Coding 43
Table 3.6 The Background Information of the Four Teachers 46
Table 4.1 Reading Skills Measured in Reading Comprehension Tests for Ten
Consecutive Years (SAET) 53
Table 4.2 Reading Comprehension Processes Measured in Reading Comprehension
Tests for Ten Consecutive Years (SAET) 55
Table 4.3 Reading Skills Measured in Reading Comprehension Tests for Ten
Consecutive Years (the English Test of TVEE) 58
Table 4.4 Reading Comprehension Processes Measured in Reading Comprehension
Tests for Ten Consecutive Years (the English Test of TVEE) 60
Table 5.1 Comparisons between Main Points Stressed in the Teachers’ Reading Instruction and Reading Skills Involved in the Reading Comprehension Tests 99
Table 5.2 Comparisons between Major Points Stressed in the Teachers’ Reading Instruction and Types of Theoretical Orientations in Reading Models 100
















LIST OF FIGURES

Figure 2 Cognitive Model of Comprehension Processes 16
Figure 4.1 The distributions of reading comprehension processes measured in reading
comprehension tests for ten consecutive years (SAET) 55
Figure 4.2 The distribution of reading comprehension processes measured in reading
comprehension tests in each year from 2001 to 2010 (SAET) 56
Figure 4.3 The distributions of reading comprehension processes measured in reading
comprehension tests for ten consecutive years (the English Test of TVEE)
59
Figure 4.4 The distribution of reading comprehension processes measured in reading
comprehension tests in each year from 2001 to 2010 (the English Test of
TVEE) 61
Figure 4.5 Perspectives of senior high school teachers on reading comprehension tests in SAET from the year 2001 to the year 2010 66
Figure 4.6 Perspectives of vocational high school teachers on reading comprehension
tests in the English test of TVEE from the year 2001 to the year 2010 70
Figure 4.7 Perspectives of senior and vocational high school teachers on reading instruction in the micro-comprehension 74
Figure 4.8 Perspectives of senior and vocational high school teachers on reading instruction in the integrative comprehension 77
Figure 4.9 Perspectives of senior and vocational high school teachers on reading instruction in the macro-comprehension 82
Figure 4.10 Perspectives of senior and vocational high school teachers on overall reading instruction 89
Figure 5 The similarity and difference between quantitative results and qualitative
data in terms of distributions of test items in the reading comprehension
tests in both SAET and the English test of TVEE 97

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