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

Abeywickrama, P., & Brown, H. D. (2010). Language assessment: Principles and classroom practices. New York, NY: Pearson Longman.
Altman, D. G. (1991). Practical statistics for medical research (reprint 1999). Boca Raton, FL: CRC Press.
Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. New York: Cambridge University Press.
Anderson, A., & Lynch, T. (1988). Listening. Oxford, UK: Oxford University Press.
Anderson, J. R. (2000). Cognitive psychology and its implications. New York, NY: Macmillan.
Arnold, J. (2000). Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34, 777–786.
Bagarić, V., & Djigunović, J. M. (2007). Defining communicative competence. Metodika, 8(1), 94-103.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University Press.
Bachman, L. F., & Palmer, A.S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford, UK: Oxford University Press.
Barta, É. (2010). Test takers' listening comprehension sub-skills and strategies. WoPaLP, 4, 59-85.
Brown, D. (2007). The third edition teaching by principles; An interactive approach to Language Pedagogy. San Francisco State University. NY: Pearson Longman.
Brown, J. D. (2005). Testing in language program. New York: McGraw-Hill.
Brindly, G. (1998). Assessing listening abilities. Annual Review of Applied Linguistics, 18, 171-191.
Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (Eds.), Language and communication (pp. 2-27). London, UK: Longman.
Canale, M. (1984). A communicative approach to language proficiency assessment in a minority setting. In C. Rivera (Ed.), Communicative competence approaches to language proficiency assessment: Research and application (pp.107-122). Clevedon, PA: Multilingual Matters.
Chang, C. M. (2015). An Investigation of Incorporating English Listening in the Comprehensive Assessment Program for Junior High Schools. (Unpublished master’s thesis). University of Kang Ning, Taipei, Taiwan.
Chastain, K. D. (1979). Testing listening comprehension tests. TESOL Quarterly, 13, 81-88.
Chen, W. C. (2012). A study on the relationship of English listening comprehension to linguistic, cognitive and affective variables among Taiwanese elementary school students (Unpublished master’s thesis). University of Taipei, Taipei, Taiwan.
Chou, M. H. (2015). Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan. Language, Culture and Curriculum, 28(2), 191-208.
Comprehensive Assessment Program (CAP) for junior high school students (2017, July 21). Retrieved from http://cap.ntnu.edu.tw/score_3.html
Davis, L. (1992). Instrument review: Getting the most from your panel of experts. Applied Nursing Research, 5, 194-197.
Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 431-457.
Dunkel, P., Henning, G., & Chaudron, C. (1993). The assessment of an L2 listening comprehension construct: A tentative model for test specification and development. The Modern Language Journal, 77(2), 180-191.
Ebel, R. L., & Frisbie, D. A.(1986). Essentials of educational measurement. EnglewoodCliffs, NJ: Prentice-Hall.
Field, J. (1998). Skills and strategies: Towards a new methodology for listening. ELT Journal, 55(2), 110-118.
Fulcher, G. (2000). The “communicative” legacy in language testing. System, 28(4), 483-497.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment. New York, NY: Routledge.
Gable, R. K., & Wolf, M. B. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings (2nd ed.). Boston: Kluwer Academic Publishers.
Gilman, R. A. & Moody, L. M. (1984). What practitioners say about listening. Foreign Language Annals, 17, 31-34.
Guo, J. (2015). Inference-making and linguistic skills in listening comprehension: An observation of French students learning Chinese. Electronic Journal of Foreign Language Teaching, 12(1), 318-331.
Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Heaton, J. B. (1988). Writing English language tests: A practical guide for teachers of English as a second or foreign language. New York, NY: Longman.
Henning, G. (1987). A guide to language testing: Development, evaluation, research. Cambridge, MA: Newbury House.
Hsu, Y. T. (2015). An exploration of Taiwanese senior high school students’ and teachers’ perceptions of the Test of English Listening Comprehension (TELC). (Unpublished master’s thesis). National Tsing Hua University, Hsinchu, Taiwan.
Hughes, A. (2003). Testing for language teachers. Cambridge, UK: Cambridge University Press.
Hymes. D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.). Soctotinguistics: Selected readings (pp.269-293). Harmondsworth, UK: Penguin Books.
Kitao, S. K., & Kitao, K. (1996). Testing communicative competence. The TESOL Internet Journal, 2(5). 1-7.
Krashen, S. (1982). Principles and practices of second language acquisition. NY: Pergamon Press.
Krashen, S. (1998). Comprehensible output?. System, 26(2), 175-182.
Lai, P. H. (2012). A Study of Senior High School Teachers’ and Students’ Perspectives on Adding an English Listening Test in College Entrance Examinations. (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan.
Lai, Y. C. (2015). An exploratory study of Taiwanese senior high school students’ use of metacognitive listening strategies for the Test of English Listening Comprehension. (Unpublished master’s thesis). National Kaohsiung Normal University, Kaohsiung, Taiwan.
Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics. 33, 159-174.
Lin, C. I. (2017). Relationships among Taiwanese EFL students’ listening performance, strategy use, and text type on the CAP English Listening Comprehension Test. (Unpublished master’s thesis). National Changhua University of Education, Changhua, Taiwan.
Littlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge, UK: Cambridge University Press.
Lohse, G. L. (1993). A cognitive model for understanding graphical perception. Human-Computer Interaction, 353–388.
Lund, R. J. (1990). A taxonomy for teaching second language listening. Foreign language annals, 23(2), 105-115.
Lynn, M. (1986). Determination and quantification of content validity. Nursing Research, 35, 218-232.
Lynch, T., & Mendelsohn, D. (2002). Listening. In N. Schmitt (Ed.), An introduction to applied linguistics (pp. 193–210). London, UK: Arnold.
Marisa, U. (2007). The role of inferential ability in listening comprehension in English as a foreign language. 立命館言語文化研究, 19(1), 287-302.
McCowan, R. J., & McCowan, S. C. (1999). Item analysis for Criterion-Referenced Tests. Buffalo, New York: Center for Development of Human Services. Retrieved from https://files.eric.ed.gov/fulltext/ED501716.pdf
Mewald, C., Gassner, O., & Sigott, G. (2007). Testing listening, specifications for the E8-Standards Listening Tests (LTC Technical Report 3). Retrieved from Universität Klagenfurt, Language Testing Centre website: http://www.uni-klu.ac.at/ltc/downloads/LTC_Technial_Report_3.pdf
Morrow, K. (2012). Communicative language testing. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 140-146). New York, NY: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418-437.
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3(1), 53-66.
Parsian, N., & Am, T. D. (2009). Developing and validating a questionnaire to measure spirituality: A psychometric process. Global Journal of Health Science, 1(1), 2-11.
Phan, S. (2008). Communicative language testing. TESOL Working Paper Series, 6(1), 3-10.
Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240.
Rost, M. (1990). Listening in Language Learning. London, UK: Longman.
Rost, M. (2002). Teaching and researching listening. Harlow, UK: Longman.
Rost, M. (2011). Teaching and researching: Listening. Harlow, UK: Pearson.
Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003).
Objectifying content validity: Conducting a content validity study in social work
research. Social Work Research, 27, 94-104.
Rubin, J. (1994). A review of second language listening comprehension research.
Modern Language Journal, 78, 199-221.
Savignon, S. J. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia, PA: The Center for Curriculum Development.
Shang, H. F. (2005). An investigation of cognitive operations on L2 listening comprehension performance: An exploratory study. International Journal of Listening, 19(1), 51-62.
Shohamy, E., & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language testing, 8(1), 23-40.
Shweta, R. C., Bajpai, R. C., & Chaturvedi, H. K. (2015). Evaluation of interrater
agreement and inter-rater reliability for observational data: An overview of concepts and methods. Journal of the Indian Academy of Applied Psychology, 41(3), 20-27.
The Research Center for Psychological and Educational Testing (RCPET). (2017, July 21). Retrieved from https://www.rcpet.ntnu.edu.tw/AATest.html
Tsai, C. R. (2010). EFL learners’ listening performance: Its relationship to English proficiency, motivation, listening anxiety, and metacognitive awareness. (Unpublished master’s thesis). University of Taipei, Taipei, Taiwan.
Valette, R. M. (1977). Modern language testing. New York, NY: Harcourt Brace.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53 (4), 168-176.
Vandergrift, L. (2007). Recent developments in second and foreign language listening
comprehension research. Language Teaching, 40, 191-210.
Vandergrift, L., & Goh, C. (2009). Teaching and testing listening comprehension.
In M. Long. & C. Doughty (Eds.), The handbook of language teaching (pp.395-411). Oxford, UK: Blackwell.
Walz, C. F., Strickland, O., & Lenz, E. (1991). Measurement in nursing research (2nd ed.). Philadelphia, FL: F. A. Davis.
Wanger, E. (2002). Video listening tests: A pilot study. Working Papers in TESOL and Applied Linguistics, Teachers College, Columbia University, 2 (1).
Weir, C. J. (1990). Communicate language testing. Hemel Hempstead, UK: Prentice Hall.
Weir, C. J. (1993). Understanding and developing language tests. Hemel Hempstead, UK: Prentice Hall.
Wolvin, A. D., & Coakley, C. G. (1988). Listening (3rd ed.). Dubuque, IA: Wm. C. Brown.
Wu, Y. (1998). What do tests of listening comprehension test? A retrospection study of EFL test-takers performing a multiple-choice task. Language Testing, 15, 21-44.
Wynd, C. A., Schmidt, B., & Schaefer, M. A. (2003). Two quantitative approaches for estimating content validity. Western Journal of Nursing Research, 25(5), 508-518.
Yeh, C. H. (2013). A Study of Senior High School Teachers’ and Students’
Perspectives Regarding Practices Related to English Listening Instruction in Taiwan. (Unpublished master’s thesis). National Pingtung University, Pingtung, Taiwan.
Zhuang, X. (2007). From communicative competence to communicative language teaching. Sino-US English Teaching, 4(9), 39-45.

中文參考資料
大學入學考試中心（無日期）。高中英語聽力測驗–測驗簡介【公 告】。台北市:大學入學考試中心。2017年7月11日,取自: https://ap.ceec.edu.tw/TELC/AboutTELC.aspx
張家銘（2015）。國中教育會考加考英語聽力之調查研究（未出版之碩士論文）康寧大學，台北市。 取自
http://handle.ncl.edu.tw/11296/ndltd/59649691230633870487
國中教育會考(2013)。103年國中教育會考參考題本公布說明【公 告】。台北市:國民及學前教育署。2017年7月21日,取自:
https://cap.nace.edu.tw/103pratice.html