臺灣博碩士論文加值系統

本研究旨在比較英語教學雜誌於字彙等級、文章可讀性、說話速度、活動及配套等五方面之異同，期能提供英語學習者和教師作為選擇教材之依據，且為英語教學雜誌編輯之參考。經調查中、彰、投各公立高職團體訂閱英語教學雜誌情形，選出最廣為使用之初級（大家說英語、初學空中美語）和中級（活用空中美語、Live互動英語）雜誌各兩種加以分析，本研究之主要分析結果如下：
1. 字彙等級方面—經Web VP 分析各雜誌中高頻率的一千字、兩千字及學術字彙所佔之比例，大家說英語和初學空中美語在各級字彙所佔比例相似，而活用空中美語則和Live互動英語彼此相似；高頻率的一千字和兩千字約佔各雜誌的80%；中級雜誌的字類 (word type) 與學術字彙較初級雜誌多，而大家說英語的字彙重複率最高；就單字表而言，中級雜誌比初級雜誌含較多兩千字頻率以上的字彙；各雜誌的單字表列出了各級字彙，而非只列該等級的字彙。
2. 文章可讀性方面—經AceReader之可讀性公式得出活用空中美語和Live互動英語的文章難易度相近，但較初學空中美語和大家說英語難，大家說英語最易；僅大家說英語中各文章的難易度較一致，因其文章皆為對話，其餘雜誌中各文章難易度不一；對話的文章最容易，而屬翻譯句子活動的文章難度最高；佛瑞可讀性分析圖顯示各雜誌的難易度受長的單字影響較長句子來得多。
3. 說話速度方面—各雜誌的課文朗讀速度皆慢於其教學節目的說話速度；就課文朗讀速度而言，活用空中美語和Live互動英語相近，但比初學空中美語和大家說英語快，而大家說英語最慢；就教學節目的說話速度而言，初學空中美語和活用空中美語相當，而此二者快於大家說英語，慢於Live互動英語；相關研究顯示每分鐘120個字較適於英語非母語的學習者，而四雜誌的課文朗讀和大家說英語的教學節目其說話速度近於此。
4. 活動方面—就每日課程而言，大家說英語皆由會話構成，初學空中美語含會話與閱讀，活用空中美語和Live互動英語則包括會話、閱讀與寫作，三種活動於各雜誌中所佔比例不一，顯示著重部份各有不同；單字表、單字卡、文法、註解、翻譯等項目普遍存於各雜誌中，細節各有不同；至於歌曲、暖身活動、後續活動、週考、全民英檢模擬試題、解答等項，各雜誌則或有之或無之。
5. 配套方面—各雜誌皆含CD、MP3、互動光碟、廣播節目、網站、週考試卷及考試命題服務等；只有初級的大家說英語和初學空中美語有VCD和電視節目，中級的活用空中美語和Live互動英語則無。

The study compared the English learning magazines in five aspects: word level, readability, speech rate, activity, and package. It was anticipated that the results of the study could serve as the reference for learners and teachers to select appropriate learning materials and for magazine editors to adjust the editing focuses.
Widely adopted in the public vocational high schools in central Taiwan, four English learning magazines, including two elementary-level magazines—Let’s Talk in English and A+ English, and two intermediate-level ones—English 4U and Live Interactive English Magazine, were selected for data analyses. The main findings are as follows:
1. Word level—Analyzed by Web VP, Let’s Talk in English and A+ English have similar word distributions, while English 4U and Live Interactive English Magazine have similar word distributions in four word frequency categories. In each magazine, about 80% of the words are the 2000 high-frequency words. There are more word types and academic words in the intermediate-level magazines than those in the elementary-level ones. Let’s Talk in English has each word repeated most often. As to the vocabulary lists, the intermediate-level magazines contain more words above 2000 high-frequency words than the elementary-level ones do. Not only the target-level words but also the words of the other levels are listed in the vocabulary lists of the four magazines.
2. Readability—Measured by the readability formulas in AceReader, English 4U and Live Interactive English Magazine are at similar levels, and they are more difficult than Let’s Talk in English and A+ English. Let’s Talk in English is the easiest one. The texts in Let’s Talk in English are at consistent difficulty levels, while those in the other three magazines are not. The texts with dialogues are the easiest texts, and the texts with practice of translating Chinese into English are the most difficult ones. Besides, the readability of the four magazines is influenced more by long words than by long sentences according to the position of the points plotted on Fry’s Readability Graph.
3. Speech rate—For the four magazines, the speech rates of text reading are slower than those of instructional programs. With respect to the text reading, English 4U and Live Interactive English Magazine have similar speech rates, which are faster than that of A+ English and Let’s Talk in English. Let’s Talk in English is at the slowest rate. With respect to the instructional program, A+ English and English 4U have similar speech rates, which are faster than that of Let’s Talk in English, and slower than that of Live Interactive English Magazine. The text reading of the four magazines and the instructional programs of Let’s Talk in English have their speech rates closer to 120 w.p.m., which, according to the related studies, is the proper rate for nonnative learners.
4. Activity—In the everyday lessons, Let’s Talk in English are totally composed of conversations. A+ English includes conversations and reading, while English 4U and Live Interactive English Magazine include conversation, reading, and writing. The different proportions of conversation, reading, and writing show the emphasis that each magazine lays on its main content. Vocabulary list, vocabulary card, grammar, note, and Chinese translation commonly exist in all of the four magazines, while song, warm-up activity, follow-up activity, weekly test, simulated GEPT, and answer key only exist in certain magazines.
5. Package—CD, MP3, CD-ROM, radio program, website, weekly test, and school test formulating are contained in the package of each magazine. VCD and TV program are included only in Let’s Talk in English and A+ English.

TABLE OF CONTENTS

ACKNOWLEGEMENTS ................................................................................... i
CHINESE ABSTRACT ...................................................................................... ii
ENGLISH ABSTRACT ……………………………………………………………... iv
TABLE OF CONTENTS ……………………………………………………………. vi
LIST OF TABLES …………………………………………………………………… viii
LIST OF FIGURES ………………………………………………………………….. ix

Chapter
1. INTRODUCTION …………………………………………………………. 1
Background and Motivation ……………………………………………… 1
Statement of the Problem ……….………………………………………. 4
Purposes of the Study ……………………………………………………. 4
Research Questions ……………………………………………………… 5
Significance of the Study ………………………………………………… 5
Definition of Terms ……………………………………………………….. 6
Limitations of the Study ………………………………………………….. 7

2. LITERATURE REVIEW ………………………………………………….. 8
Student Interests/Needs and English Learning Materials ……………. 8
English Learning Magazines in Taiwan ………………………………… 12
Evaluation Criteria for English Learning Materials ……………………. 15
Word Level ………………………………………………………… 18
Readability ………………………………………………………… 20
Speech Rate ………………………………………………………. 25
Activity ……………………………………………………………… 28
Package ……………………………………………………………. 31

3. METHOD AND PROCEDURE ………………………………………….. 33
Magazines …………………………………………………………………. 33
Instruments ………………………………………………………………... 37
Web Vocabulary Profiler …………………………………………. 37
AceReader ………………………………………………………… 39
Procedures ………………………………………………………………… 41
Data Analysis ……………………………………………………………... 42

4. RESULTS AND DISCUSSION ……………………..…………………... 45
Word Level ………………………………………………………………… 45
Readability ………………………………………………………………… 54
Speech Rate ………………………………………………………………. 60
Activity ……………………………………….…………………………….. 64
Package ………………………………………………………………….... 74

5. CONCLUSIONS ………………………………………………………….. 78
Summary of the Findings …….………………………………………….. 78
Pedagogical Implications ………………………………………………… 82
Suggestions for Future Research ………………………………………. 84

REFERENCES ………………………………………………………………………. 87

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