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研究生:褚又瑄
研究生(外文):Chu, Yu-Hsuan
論文名稱:國中教育會考英語聽力測驗題目之分析
論文名稱(外文):Analyzing the Listening Comprehension Questions of the English Subtest of the Comprehensive Assessment Program
指導教授:林文鶯林文鶯引用關係
指導教授(外文):Lin, Wen-Yung
口試日期:2019-06-21
學位類別:碩士
校院名稱:臺北市立大學
系所名稱:英語教學系
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:英文
論文頁數:107
中文關鍵詞:國中教育會考英聽測驗試題分析
外文關鍵詞:Comprehensive Assessment ProgramListening Comprehension TestItem Analysis
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本研究主要分析國中教育會考自民國105年至108年的英語科聽力測驗題目。教育會考英聽測驗的選擇題包含三種題型:(一) 辨識句意、(二) 基本問答、(三) 言談理解。本研究主要探討以下四個研究問題:一、這四年的國中教育會考英聽測驗測量哪些聽力技巧?二、這四年,測量這些英聽聽力技巧的題目各佔百分之多少?三、這四年的國中教育會考英聽測驗中的應試者針對測驗不同聽力技巧的題目的表現為何?四、這四年的國中教育會考英聽測驗中,哪一些英聽聽力技巧的題目最具鑑別度?
國中會考英聽測驗目的分類法主要採用Mewald, Gassner 與 Sigott (2007) 對於聽力技巧的分類。本研究邀請五位英語領域的專家,將84題英語科聽力測驗題目個別分類至八個聽力技巧。根據專家的分類結果顯示,國中教育會考英聽測驗主要測驗六種聽力技巧:一、聆聽特定資訊,二、言談推論,三、判斷講者的情意態度,四、將句子與社會語境連結,五、辨識溝通功能,六、理解字彙。在會考英聽測驗題目中,以「辨識溝通功能」佔最大比例,而「判斷講者的情意態度」佔最少比例。為了能夠更加了解應試者在國中教育會考英聽測驗的表現以及了解其試題鑑別度,本研究亦仔細檢視從國中教育會考網站公佈的四年全體應試者之通過率以及試題鑑別度,發現民國104、106、及107年會考英聽的應試者在「理解字彙」中表現相對來說較佳,而民國105年會考英聽的應試者,則在「將句子與社會語境連結」表現相對來說較佳。另外一方面,這四年中,應試者對於「言談推論」以及「判斷講者的情意態度」表現較差。再者,這四年的國中教育會考英聽測驗中,「聆聽特定資訊」的試題鑑別度相對來說較為偏低。根據以上發現,本研究對國中英語教師與心測中心編製教育會考相關人員提出相關建議。
The present study aimed to analyze the listening comprehension questions on English Listening Section of the Comprehensive Assessment Program (CAP-ELS) for Junior high school students from 2015 to 2018. Specifically, the present study intended to answer the following four research questions: (1) What listening sub-skills were measured in the CAP-ELS for each of the four years from 2015 to 2018? (2) What was the percentage of the test items measuring each of the sub-skills identified for each of the four years? (3) In terms of the mean passing rate, how did the test takers in general perform on the listening comprehension items measuring each of the sub-skills identified for each of the four years? (4) In terms of the mean item discrimination index, which listening sub-skill(s) identified could best discriminate the test-takers of the CAP-ELS for each of the four years?
For the purpose of answering the research questions, Mewald, Gassner, and Sigott’s (2007) categorization of listening sub-skills was mainly used as the coding scheme. Five experts in the field of English were invited as raters to classify each of the 84 listening comprehension items into one of the eight listening sub-skills. The results from the item classification done by the raters showed that six listening sub-skills were identified in the CAP-ELS from 2015 to 2018, including (1) Listening for specifics, (2) Making inferences, (3) Determining a speaker’s attitude or intention toward a topic, (4) Relating utterances to their social and situational contexts, (5) Recognizing the communicative function of utterances, and (6) Understanding lexis. As to the percentages of the test items of the CAP-ELS, Recognizing the communicative function of utterances accounted for the largest portions, whereas Determining a speaker’s attitude or intention toward a topic was the least frequently skill measured. Furthermore, for the purpose of answering the questions with respect to the performances of the test takers and the CAP-ELS items, the individual items’ passing rates and discrimination indices of the CAP-ELS annually reported from the CAP website were closely examined in the present study, revealing that the test takers usually performed better on the Understanding lexis items in 2015, 2017, and 2018. However, the test takers performed better on the Relating utterances to their social and situational contexts items in the 2016 CAP-ELS. On the other hand, the test takers performed worse on the Making inferences and Determining a speaker’s attitude or intention toward a topic items in each of the four years. Finally, the discrimination index of the Listening for specific items appeared to be lower than the other listening sub-skills items in each of the four years. According to the results of the present study, some implications and suggestions were provided for future research not only for English junior high teachers but also for test item writers.
Content
Acknowledgements iii
摘要 iv
Abstract viii
Chapter One Introduction 1
1.1 Background and Motivation 1
1.2 Research Questions 5
1.3 The Significance of This Study 6
1.4 Definition of Terms 6
Chapter Two Literature Review 9
2.1 Communicative Language Teaching Approach to Language Testing 9
2.2 Frameworks of Communicative Competence / Communicative Language Ability in Communicative Language Testing 11
2.3 Definition of Listening Comprehension 13
2.3.1 Process of Listening Comprehension 14
2.3.2 Differences between First Language (L1) Listening and L2 Listening 16
2.4 Listening Ability Construct Based on Bachman and Palmer’s Framework of Communicative Language Ability 17
2.5 Taxonomies of Listening Comprehension Based on the CLT 18
2.6 Characteristics of Communicative Test Items in Communicative Testing 26
2.7 Related Studies on English Listening Examination in Taiwan 27
2.7.1 Studies of English Entrance Exam at Senior High School Level 27
2.7.2 Studies of English Entrance Exam at Junior High School Level 30
2.8 Summary 32
Chapter Three Method 35
3.1 Test Items 35
3.2 Content Experts 36
3.3 The Taxonomy to Be Used 37
3.4 The Instrument 38
3.5 Data Collection Procedure 39
3.5.1 Training Phase 39
3.5.2 Formal coding 40
3.6 Data Analysis 40
Chapter Four Results 43
4.1 Listening Sub-skills Measured in the CAP-ELS 43
4.2 Test takers’ Performances on Listening Comprehension Questions 53
4.3 The Mean Discrimination Index for Each Listening Sub-skill 59
4.4 Summary 63
Chapter Five Discussions and Conclusions 67
5.1 Discussions 67
5.2 Conclusions 72
5.3 Practical Implications 73
5.4 Limitations and Suggestions for Future Research 76
References 78
Appendix A 87
Appendix B 95
Appendix C 96
Appendix D 100
Appendix E 102
Appendix F 103
Appendix G 107
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