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題名：國中教育會考英語科聽力測驗實施的回沖效應初探
書刊名：教育科學研究期刊
作者：曾芬蘭／游羽萱／蔡逸凡／陳柏熹
作者(外文)：Tseng, Fen-lan／You, Yu-xuan／Tsai, I-fan／Chen, Po-hsi
出版日期：2019
卷期：64:2
頁次：頁219-252
主題關鍵詞：回沖效應；國中教育會考英語科聽力測驗；教學策略；English listening test of the comprehensive assessment program for junior high school students；Teaching strategies；Washback effect
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:21
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本研究探討國中教育會考實施英語科聽力測驗如何改變國中英語教學，並透過訪談近年來大幅減少英語聽力「待加強」能力等級學生人數比例之學校教師，歸納其提升學生英語聽力學習效益的教學方式。首先，透過問卷調查國中英語教師的教學是否根據國中教育會考英語科聽力測驗試題的命題方式進行調整，並比較國中英語教師在國中基本學力測驗時期與國中教育會考時期的教學方式，調查結果顯示：一、兩時期的課程教材仍以課內教材為主，但國中教育會考時期教師的教學素材更趨向多元，課外教材的使用比例增加，教材電子書的使用比例大幅提升；二、兩時期教學時間仍以單字、文法、閱讀最多，但國中教育會考時期閱讀、聽力、口說的授課時間均增加；三、國中教育會考時期定期評量中含聽力的比例比國中基本學力測驗時期高約近10%。由此可知，國中教育會考英語科聽力測驗實施確實對國中英語教學產生回沖效應。接著篩選2015～2017年國中教育會考英語科聽力測驗「待加強」能力等級學生比例下降最多的學校，透過訪談這些學校的英語科教師，歸納其共同教學策略，如分組合作學習、英語聽力理解策略教學、差異化教學、精熟學習、注重發音與口說等，並予以介述，以提供其他國中英語科教師參考。
This study investigates the effects of the incorporation of English listening test in the comprehensive assessment program for junior high school students (CAP henceforth) on the teaching in junior high school classrooms. Attention is also given to the teaching strategies or methods that the interviewed teachers believe to help improve students' listening comprehension. Through questionnaires, this study explores the differences of high school English teachers' overall approaches to teaching, and further compares their teaching strategies and assessment approaches in the period of the basic competence test for junior high school students with those in the period of the CAP. The main findings are as follows: First, teachers employed textbooks as the main source for instruction for both periods, with more additional extracurricular and electronic materials in the period of CAP. Secondly, for both periods, teachers spent most time in the instruction of vocabulary, grammar, and reading; however, the overall time allocation for the teaching of reading, listening, and speaking is increased with the incorporation of the listening comprehension test. Thirdly, listening comprehension assessment was included as part of the regular midterms and finals more than 10% in the period of CAP. The findings of our study indicated there was positive washback effect with the incorporation of English listening test. The above findings are further complemented with the interviews with the high school English teachers of the 14 selected schools whose students' scores for the CAP English listening test have significantly improved from 2015 to 2017. By presenting several common teaching strategies that are shared by the interviewed teachers of the sampled schools, this study offers some suggestions for effective approaches to teaching English listening.
期刊論文
1.Pan, Y.-C.、Newfields, T.(2012)。Tertiary EFL proficiency graduation requirements in Taiwan: A study of washback on learning。Electronic Journal of Foreign Language Teaching，9(1)，108-122。  new window
2.Bailey, K. M.(1996)。Working for washback: a review of the washback concept in language testing。Language Testing，13(3)，257-279。  new window
3.Salahshour, F.、Sharifi, M.、Salahshour, N.(2013)。The relationship between language learning strategy use, language proficiency level and learner gender。Procedia - Social and Behavioral Sciences，70，634-643。  new window
4.Taylor, L.(2005)。Washback and impact。ELT Journal，59(2)，154-155。  new window
5.Vandergrift, Laurens(1997)。The comprehension strategies of second language (French) listeners: A descriptive study。Foreign Language Annals，30(3)，387-409。  new window
6.宋曜廷、周業太、曾芬蘭(20140300)。十二年國民基本教育的入學考試與評量變革。教育科學研究期刊，59(1)，1-32。new window  延伸查詢new window
7.Messick, S.(1996)。Validity and washback in language testing。Language Testing，13(3)，241-256。  new window
8.Alderson, J. C.、Wall, D.(1993)。Does washback exist?。Applied Linguistics，14(2)，115-129。  new window
9.曾芬蘭、鍾長宏、陳世玉、張銘秋(20181200)。國中課室素養導向標準本位評量的設計與應用：以英語科閱讀為例。教育科學研究期刊，63(4)，119-155。new window  延伸查詢new window
10.廖佩莉(20130400)。倒流效應：香港全港性系統評估（TSA）對小學中國語文科教師的影響。教育研究月刊，228，86-102。new window  延伸查詢new window
11.廖彥棻(20160300)。Investigating the Score Dependability and Decision Dependability of the GEPT Listening Test: A Multivariate Generalizability Theory Approach。英語教學，40(1)，79-111。new window  new window
12.林麗菊、楊敏(20170300)。Intertextuality in Spoken Discourse in Business Communication: Learners' Enactment of Discourse Roles。英語教學，41(1)，63-89。new window  new window
13.Saif, S.(2006)。Aiming for positive washback: A case study of international testing assistants。Language Testing，23(1)，1-34。  new window
14.Salehi, H.、Yunus, M. M.(2012)。The washback effect of the Iranian Universities entrance exam: Teachers' insights。GEMA Online Journal of Language Studies，12(2)，609-628。  new window
15.Shohamy, Elana、Donitsa-Schmidt, Smadar、Ferman, Irit(1996)。Test impact revisited: Washback effect over time。Language Testing，13(3)，298-317。  new window
學位論文
1.傅秋英(2007)。學生、家長、國中教育人員對國中基本學力測驗態度及改進意見之研究(碩士論文)。國立中山大學，高雄。  延伸查詢new window
2.賀道啟(2006)。國中基本學力測驗英語科加考聽力測驗：問卷調查研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.范郁涵(2014)。三段式聽力補救教學對中台灣八年級英語低成就國中生英語聽力之效益及回應之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.張家銘(2015)。國中教育會考加考英語聽力之調查研究(碩士論文)。康寧大學。  延伸查詢new window
5.Chen, C.(2015)。EFL listening comprehension strategies for Taiwanese senior high students(碩士論文)。National Taipei University of Technology。  new window
6.Chen, C.-Y.(2016)。The action research of integrating differentiated instruction with cooperative learning to improve junior high school students' English learning outcomes: An example of junior high school in Taoyuan(碩士論文)。National Dong Hwa University。  new window
7.Chen, L.-F.(2011)。An investigation of the relationships among learning styles, listening comprehension strategies, and English listening comprehension of Taiwanese EFL junior high school students(碩士論文)。National Changhua University of Education。  new window
8.Chou, J.-C.(2016)。The effect of listening strategy instruction on listening comprehension and strategy use in junior high school EFL students(碩士論文)。National Taipei University of Education。  new window
9.Ho, Y.-H.(2017)。Action research on integrating differentiated instruction into English class in a junior high school(碩士論文)。National Taiwan Normal University。  new window
10.Li, H.-Y.(2015)。A study on the effects of listening strategy instruction on junior high school students' listening comprehension: An experimental-comparative study of cognitive and metacognitive strategy instruction(碩士論文)。National Changhua University of Education。  new window
11.Lin, Y.-T.(2009)。A study on the washback effect of the basic competence English on junior high school students in Northern Taiwan(碩士論文)。National Chengchi University。  new window
12.Pan, L.-H.(2017)。The application of mastery learning and differentiated instruction on seventh-grade EFL learners' listening and reading comprehension(碩士論文)。Tainan University of Technology。  new window
13.Wang, C.-H.(2015)。The efficacy of implementing differentiated instruction on EFL high school students' English listening comprehension ability(碩士論文)。National Chengchi University。  new window
14.Wang, S.-M.(2015)。The washback effect of comprehensive assessment program on junior high school students(碩士論文)。Ming Chuan University。  new window
圖書
1.Vernon, P. E.(1956)。The measurement of abilities。University of London Press。  new window
2.Tomlinson, Carol Ann(2014)。The Differentiated Classroom: Responding to the Needs of All Learners。Association for Supervision and Curriculum Development。  new window
3.Hughes, Arthur(2003)。Testing for language teachers。Cambridge University Press。  new window
4.Noble, A. J.、Smith, M. L.(1994)。Old and new beliefs about measurement-driven reform: The more things change, the more they stay the same。Los Angeles, CA：National Center for Research on Evaluation, Standards, and Student Testing。  new window
5.Tomlinson, C. A.(2004)。How to differentiate instruction in mixed-ability classroom。Association for Supervision and Curriculum Development。  new window
其他
1.(20120420)。12年國教 國中會考加考英聽，https://tw.appledaily.com/headline/daily/20120420/34173011。  延伸查詢new window
2.江禹嬋(20120420)。國中會考增非選、英聽作文都要考，http://www.epochtimes.com.tw/n26360/國中會考增非選-英聽作文都要考.html。  延伸查詢new window
3.吳清山(2013)。差異化教學與學生學習，https://epaper.naer.edu.tw/print.php?edm_no=38&content_no=1011。  延伸查詢new window
圖書論文
1.Cheng, L.、Curtis, A.(2004)。Washback or backwash: A review of the impact of testing on teaching and learning。Washback in language testing: Research contexts and methods。Mahwah, New Jersey：Lawrence Erlbaum Associates Inc。  new window
2.Madaus, G. F.、Kellaghan, T.(1992)。Curriculum evaluation and assessment。Handbook of research on curriculum: A project of the American Educational Research Association。New York：Macmillan。  new window
3.Pearson, I.(1988)。Tests as levers for change。ESP in the classroom: Practice and evaluation。Modern English Publications。  new window
 
 
 
 
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