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題名:過去五十年來大學入學考試英文科試題變革分析研究
作者:董幸正
作者(外文):Tung Hsing-cheng
校院名稱:高雄師範大學
系所名稱:英語學系
指導教授:余光雄
學位類別:博士
出版日期:2008
主題關鍵詞:大學聯考英文科題型指定考試英文科題型語言成分語言技巧ETJCEE test formatsDRET test formatslanguage componentslanguage skills
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本論文旨在研究過去五十年來(民國45年到民國95年)大學入學考試英文科以及指定考試英文科試題的變革與所測試的語言能力。在試題變革上,將著重大學聯考 / 指定考試英文科試題的演變與台灣英語教學及對英語能力評估方式的相關性。其它非測驗因素諸如台灣教育政策、英文專家學者評論、大學入學考試中心研發人員的意見、或是高級中學英文科課程大綱內容也併入討論分析。此外,大學入學考試中心所公佈的七千字表用作試題字彙的難度分析依據。文法知識的評估分析是以Pupura (2004:91)的文法能力架構為導引。閱讀試題主題的演變以高級中學英文科課程大綱的閱讀目標為指標。閱讀能力試題之分析以Flesh (1948)的可讀性(Readability)公式來計算。關於閱讀技巧的試題分析,作者是根據Heaton (1990)、Hughes(2003)、以及Brown(2004)的閱讀技巧分類方式來進行。近來出現在指定考試英文科的篇章結構題型以Winter (1977, 1978) 以及Hoey (1983)的語句相關理論(clasusal-relational approach)進行分類評析。有關英文作文試題的分析是以:(一)寫作主題、(二)中翻英試題所使用的句型、(三)寫作文體分類、以及(四)過去五十年來所使用的寫作評分標準等四個層面來進行。 本研究的發現:(一),民國45年到48年的大專聯考英文科試題受到文法翻譯教學法影響很深,特別著重在字彙能力以及文學閱讀能力的測試;(二)民國52年後到民國69年,從對話試題的出現可知大學聯考英文科考題受到結構語言學及耳聽口說教學法(the Aural-oral Approach)的影響;(三)民國60年代後期,受到整合式測驗理論(the Integrative Approach)的影響,試題由單向孤立式的題型(discrete-point tests) 逐漸轉到整體理解的測驗型(holistic assessment);(四)民國70年代初期,英文翻譯以及寫作測驗試題出現在聯考考題內,對於國內高中英語教學忽略英文寫作教學的缺陷所做的正向回沖效應的反應;(五)對於高中畢業生英語聽解能力(listening comprehension)的評量礙於大型考試的實務困難(problems of test practicality),始終無法實施。總而言之,試題的演變是受到了教學理論、語言學理論、以及測驗理論之影響。當然,教育政策或是專家評論也多少會有回沖效應之影響。 關於語文能力方測試,本研究發現:(一)過去五十年來大學聯考英文科所測試的單字使用頻率度大多數落在7000字表的第三以及第四級,但近來的指定考試英文科所測試的單字使用頻率度有往第五以及第六級的方向邁進;(二)在文法知識方面,從著重詞類變化延伸到文段連慣性(cohesive ties),表示著重單句的理解延伸到段落的理解;(三)對於英語口說能力的評量,從重視單字的發音到語句的語調測驗,再延伸到對話的測驗,著重對單字發音的正確性延伸到對答的適切性(from accuracy to communicative appropriateness);(四)閱讀主題方面,早期的主題反應台灣當時的政情及經濟發展,到70年代以後,閱讀主題逐漸偏向高中生日常生活議題,到民國80年代之後,閱讀主題採用新聞時事、環境保育、專業議題(建築、科技、藝術)等;(五)在閱讀理解方面,由句意的表面陳述的理解,逐漸加深到隱含的訊息了解、文章大意、作者的意向,篇章結構等;(六)在寫作能力的評量,從句型的使用延伸到段落發展。 本研究在教學實務上的貢獻是在收集、整理、分析五十年來台灣大專(學)聯考英文科試題的演變,說明考試與教學的互動關係,闡明考試領導教學或考試反應教學成效的因果關係。在外語教學上,本研究認為考試與教學是互補的。考試引導教學如果有正向的回沖效應,也是好的。從測驗中發現教學的缺失而使教學獲得改善,也是好的。在測驗學術理論建構上,本研究證實了測驗的回沖效應(studies of washback effects)在語言測驗理論的建構中應該佔有一席重要的地位。
This study offers the historical review of the English Tests of Joint College Entrance Examination (hereafter ETJCEE) from the year of 1956 to the year of 2001 Also, the non-testing variables such as the official policies, the decisive remarks/comments by professionals, and the Senior High School English Curriculum Standards (SHSECS) are included for the discussion about the ETJCEE/DRET test formats. Another focus of this study is laid on the language abilities measured in these two national matriculation tests (e.g. the knowledge of language components, the reading and writing skills). The 7,000 Word List administered by the Center of College Entrance Examination (CEEC) offers a reference for the frequency levels of the vocabulary assessed in the ETJCEEs/DRETs. The measured ETJCEE/DRET grammar rules are classified on the basis of the grammatical ability defined by Purpura (2004: 91). The readability levels of the reading passages in the ETJCEEs/DRETs are estimated by the Flesch Reading Ease Formula. The clausal-relational approach depicted by Winter (1977, 1978) and Hoey (1983) was utilized to analyze the organizational patterns of textual segments in the Textual Structure Cloze Test. Besides, the researcher of this study draws up a list of reading strategies to categorize the reading skills assessed in the ETJCEEs/DRETs. Finally, the analysis of the English composition tasks encompassed the following aspects: (1) the writing topics, (2) the sentence patterns used in the Chinese-English translation tests, (3) the writing genres and (4) the scoring rubrics . The major findings are sketched as follows. To begin with, the Grammar-Translation paradigm dominated the ETJCEE test construction from the year of 1956 to the year of 1959, seeding with the excessive numbers of discrete-point test items targeting the linguistic components (especially the vocabulary knowledge) and the literary passages. From the year of 1963 to the year of 1980, the Aural-oral Approach intruded into the ETJCEE test administration when a matching dialogue test was added to the test makers’ repertoire. Virtually, the ETJCEEs received the impetus from the Integrative Testing Approach, moving from the discrete-point philosophy to the holistic assessment. In the year of 1981, the ETJCEEs incorporated the cloze test and the direct English composition tasks, proving the positive washback effects of the high-stakes tests upon the senior high school English classroom instruction. Insofar, due to the problems of test practicality, the listening comprehension tasks have not been carried out in the ETJCEEs/DRETs. To sum up, the developments of ETJCEE/DRET test formats are evidently impacted by the instructional rationales, linguistic theories, and language testing approaches. Besides, the official policies and the telling comments by professionals drove the developments of the ETJCEE/DRET test formats. In speaking of the language abilities measured in the ETJCEEs/DRETs, the vocabulary assessed in the ETJCEEs/DRETs mostly fell on the Level 3 and Level 4 on the basis of the 7,000 Word List. Nevertheless, there was the creeping percentage of lexicons in the DRETs falling on the advanced levels (i.e. Level 5 and Level 6). Besides, the grammar rules assessed in the ETJCEEs/DRETs moved from the overemphasis on the declensions in the mid-1990s to the cohesive ties in the 1980s. The oral tasks indirectly measured in the ETJCEEs turned their attention from the word pronunciation, lexical stresss, to the short dialogues. Further, the reading topics in the mid-1990s reflected the then-current political and economic situations in Taiwan. As the daily reality was the major concern, a number of ETJCEE reading extracts reflected students’ real life events in the 1980s. In the 1990s, the ETJCEE reading passage kept abreast of the latest news and scientific findings. Such a reading testing trend remained true in the DRETs. As for the reading comprehension questions, the explicitly stated information was the central focus in the mid-1990s. Recently, the DRETs stoked greater demands on the advanced levels of reading skills (e.g. Draw a valid conclusion, the gist of reading extracts, authors’ intentions, and the textual structures). Finally, the traditional English composition tasks targeted the sentential patterns. From the 1980s, creating short essays was the major concern. This research study has made its contributions to the classification and analysis of the ETJCEE/DRET test formats as well as their measured language abilities. It is evident that teaching and testing are mutually affected, leading to an array of innovative assessment tasks. Pedagogically implied, positive washback effects of the ETJCEEs/DRETs exist, improving the drawbacks of the traditional senior high school classroom instruction. Thus, the washback effects are indeed the important ingredients to the build-up of language testing rationales.
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