1. NCCU Academic Hub
  2. 社會科學學院
  3. 亞太研究英語博/碩士學位學程(IDAS/IMAS)
  4. 學位論文
Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/51457
DC FieldValueLanguage
dc.contributor.advisor游雪瑛zh_TW
dc.contributor.author霍力zh_TW
dc.creator霍力zh_TW
dc.date2010en_US
dc.date.accessioned2011-10-05T06:56:25Z-
dc.date.available2011-10-05T06:56:25Z-
dc.date.issued2011-10-05T06:56:25Z-
dc.identifierG0097924012en_US
dc.identifier.urihttp://nccur.lib.nccu.edu.tw/handle/140.119/51457-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description亞太研究英語碩士學位學程(IMAS)zh_TW
dc.description97924012zh_TW
dc.description99zh_TW
dc.description.abstractThe concern over test consequence has inspired research into the wider impact of language tests and testing policies, but few studies have examined this subject in the context of Taiwan. With the goal of enhancing Taiwan’s global competitiveness by upgrading manpower quality, the central government implemented a 2002 policy to develop the English proficiency of civil servants by recognizing passing marks on approved English language proficiency tests as a promotion criterion. This thesis reports on a research study that adopted a multi-method approach to assess the testing policy’s impact on test-takers and analyze the rationale and consequences of revisions to the policy that were implemented between 2002 and the 2011. A survey of 282 civil servants working in the banking, economics, and finance sectors yielded data about the participants’ self-assessment of their English proficiency and workplace need for the language, English study and test-taking experience, impressions of English proficiency tests, and assessment of the effectiveness of the testing policy. Statistical analysis of the test impression and policy effectiveness data revealed significant correlation between positive assessments of the policy’s impact and the perceived fairness of the testing policy, the policy’s influence on motivation to study English, and the participants’ intrinsic interest in improving their English. Interviews with officials involved in formulating and implementing the testing policy and a review of government documents related to the policy provided data that were incorporated into the Geelhoed-Schouwstra policy analysis framework and facilitated the identification of factors that influenced the outcomes of the testing policy. The results of this study of an English language testing policy help to clarify who the test-takers and test users are, how and why tests are being used, and what the consequences of test use are.en_US
dc.description.tableofcontentsAbstract 2\nList of Tables 7\nList of Figures 7\nAcknowledgement 8\nChapter 1: Introduction 9\nContext and Purpose of the Study 9\nResearch Questions and Hypotheses 10\nResearch Methodology 12\nSignificance of the Research 12\nThesis Organization 13\nChapter 2: Taiwan Research Context and Background 15\nContext 15\nCritical language testing and ethical testing 15\nThe English language in Taiwan 19\nCivil service in Taiwan 24\nBackground 29\nChallenge 2008 29\nTests recognized by the government 34\nTOEFL 35\nTOEIC 37\nIELTS 39\nBULATS 41\nFLPT 43\nGEPT 44\nConclusion 46\nChapter 3: Literature Review 48\nHistory of Civil Service Exams 49\nLanguage Policies and Testing 52\nPolicy analysis framework 52\nLanguage policies 53\nCEFR 57\nLanguage testing policies in Asia and Taiwan 62\nTest Use and Consequence 64\nLanguage test use 64\nConsequential validity 66\nAssessment use arguments 69\nWashback and impact 71\nTesting and Motivation for Learning 73\nLifelong learning and adult education 73\nMotivation: Learning and testing 76\nMotivation in English learning and testing in Taiwan 81\nConclusion 83\nChapter 4: Methodology 85\nQuestionnaire 87\nStages of questionnaire research 87\nDevelopment 87\nHandling 89\nStatistics 90\nContent 90\nDemographics 90\nEnglish language 92\nSelf-assessment of English ability 92\nImportance of English for work 92\nImportance of English for work: Qualitative comments 93\nTesting experience 93\nEnglish study 94\nTest impression 94\nPolicy effectiveness 95\nInterviews 96\nOnline government publications and internal documents 99\nExtended Geelhoed-Schouwstra (G-S) Policy Analysis Framework 100\nConclusion 105\nChapter 5: Results and Discussion 107\nQuestionnaire 107\nDemographics 107\nEnglish language 110\nSelf-assessed English ability 111\nImportance of English 112\nOverall averages: Self-assessed English and importance of English 114\nTest experience 115\nEnglish study 122\nTest impression 123\nQualitative results 126\nPolicy effectiveness 129\nAnalysis of correlation among test impression and policy \neffectiveness variables 132\nPolicy Analysis 135\nInterview results 135\nResearch, Development, and Evaluation Commission 135\nExamination Yuan 136\nCentral Personnel Administration 137\nMinistry of Education 138\nCentral Bank of China (Taiwan), Ministry of Economic Affairs,\nand Ministry of Finance 139\nStages of the policy cycle 141\nGoals 141\nObjectives 142\nMethods/Instruments 143\nActivities 144\nPerformances 145\nEvaluation 147\nExtended G-S policy analysis framework 149\nConceptual framework 149\nInstitutional framework 150\nPolitical setting 152\nSocial setting 153\nEconomic setting 154\nInstitutional setting 155\nConclusion 157\nChapter 6: Conclusion 158\nGeneral Aims of the Study 158\nImplications of the Study 158\nLimitations of the Study 163\nFuture Research Directions 165\nReferences 167\nAppendices \nAppendix A: Common European Frame of Reference, Common \nReference Levels: Global Scale 173\nAppendix B: Civil Service English Examination Scoring Table 174\nAppendix C: Questionnaire: Chinese Version 175\nAppendix D: Questionnaire: English Version 179\nAppendix E: Interview Questions 183\nAppendix F: Questionnaire Results 186\nAppendix G: Pearson Correlation Among Test Impression and Policy\nEffectiveness Variables 198\nAppendix H: Ministry of Economic Affairs, December 2010 English \nProficiency Test Data 199\n\n\n \nList of Tables\nTable 1: Taiwan Civil Servants Manpower Statistics 27\nTable 2: Interviews: Subjects and Schedule 98\nTable 3: Participant Demographics 109\nTable 4: Test Impression Results 124\nTable 5: Summary of Participants’ Comments on English Testing Policy 127\nTable 6: Policy Effectiveness Results 130\nTable 7: Pairs of Variables with Significant Pearson (r) Correlation >.300 133\n\nList of Figures\nFigure 1: The relationship among agencies responsible for managing the civil service 26\nFigure 2: Taiwanese civil service English proficiency testing policy timeline 31\nFigure 3: Stages of questionnaire research 87\nFigure 4: The extended Geelhoed-Schouwstra framework of policy analysis 101\nFigure 5: Comparing self-assessed English with importance of English by \nlanguage skill 111\nFigure 6: Overall averages: Self-assessed English and Importance of English 114\nFigure 7: Tests taken by participants and grouped by test developer 117\nFigure 8: Participants’ CEFR levels based on self-reported test score 121\nFigure 9: Participants’ study of English 123zh_TW
dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0097924012en_US
dc.subject英語標準化測驗zh_TW
dc.subject政策zh_TW
dc.subject公務人員zh_TW
dc.subjecttesting policyen_US
dc.subjectEnglish languageen_US
dc.subjectCivil Serviceen_US
dc.subjectTaiwanen_US
dc.title台灣公務人員採用英語標準化測驗為評量機制之研究:從2002到2010年zh_TW
dc.titleEnglish language proficiency testing policy in Taiwan`s civil service from 2002 to 2010en_US
dc.typethesisen
dc.relation.referenceAlderson, J.C. (2007). The CEFR and the need for more research. Modern Languagezh_TW
dc.relation.referenceJournal 91(4), 659-663.zh_TW
dc.relation.referenceAlderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics 14(2), 115-zh_TW
dc.relation.reference129.zh_TW
dc.relation.referenceBachman, L. (2005). Building and supporting a case for test use. Language Assessmentzh_TW
dc.relation.referenceQuarterly 2(1), 1-34.zh_TW
dc.relation.reference---. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.zh_TW
dc.relation.referenceBaldauf Jr., R.B. et al. (2007). Successes and failures in language planning for Europeanzh_TW
dc.relation.referencelanguages in Asian Nations. Paper presented at 5th Nitobe Symposium, Tokyo.zh_TW
dc.relation.referenceBandura, A. (1989). Self-regulation of motivation and action through internal standards andzh_TW
dc.relation.referencegoal systems. In A. Pervin, Goal concepts in personality and social psychologyzh_TW
dc.relation.reference(pp. 19-85). Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference---. (1991). Self-regulation of motivation through anticipatory and self-reactivezh_TW
dc.relation.referencemechanisms. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation 1990: Perspectives on motivation (pp. 69-164). Lincoln: University of Nebraska Press.zh_TW
dc.relation.referenceBoggs, D. L. (1981). Philosophies at issue. In B.W. Kreitlow (Ed.), Examining controversies inzh_TW
dc.relation.referenceadult education. San Francisco: Jossey-Bass.zh_TW
dc.relation.referenceBusiness Language Testing Service (BULATS). (2011). BULATS.zh_TW
dc.relation.referencehttp://www.bulats.org/Bulats/Overview.html.zh_TW
dc.relation.referenceByrnes, H. (2007). Developing national language education policies: Reflections of thezh_TW
dc.relation.referenceCEFR. Modern Language Journal 91(4), 679-685.zh_TW
dc.relation.referenceChalhoub-Deville, M. (2009). The intersection of test impact, validation, andzh_TW
dc.relation.referenceeducational reform policy. Annual Review of Applied Linguistics 29, 118-131.zh_TW
dc.relation.referenceChen, J., Warden, C., & Chang, H.T. (2005). Motivators that do not motivate:zh_TW
dc.relation.referenceThe case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly 39(4), 609-633.zh_TW
dc.relation.referenceCheng, L. (2010). The history of examinations: Why, how, what and whom tozh_TW
dc.relation.referenceselect? In Liying Cheng and Andy Curtis (Eds.), English language assessment and the Chinese learner (pp. 13-25). New York: Routledge.zh_TW
dc.relation.referenceClement, R., Gardner, R.C., & Smythe, P.C. (1980). Social and individual factors in secondzh_TW
dc.relation.referencelanguage acquisition. Canadian Journal of Behavioural Science 12, 293-302.zh_TW
dc.relation.referenceCooper, R.L. (1989). Language planning and social change. Cambridge: Cambridgezh_TW
dc.relation.referenceUniversity Press.zh_TW
dc.relation.referenceCouncil of Europe. (2001). Common European Framework of Reference for Languages:zh_TW
dc.relation.referencelearning, teaching, and assessment. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference---. (2009). Relating language examinations to the Common European Framework of Referenceszh_TW
dc.relation.referencefor Languages: Learning, teaching, assessment: A Manual. Strasbourg: Council of Europe.zh_TW
dc.relation.referenceCropley, A. (1980). Lifelong learning and systems of education: an overview. In A. Cropleyzh_TW
dc.relation.reference(Ed.), Towards a system of lifelong education: Some practical considerations. Oxford, Pergamon Press.zh_TW
dc.relation.referenceDeci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination inzh_TW
dc.relation.referencehuman behavior. New York: Plenum.zh_TW
dc.relation.referenceDörnyei, Z. & Otto I. (1998). Motivation in action: A process model of L2 motivation. Inzh_TW
dc.relation.referenceWorking papers in applied linguistics 4. London: Thames Valley University.zh_TW
dc.relation.referenceEducational Testing Service (ETS). (2007) TOEIC examinee handbook. Princeton: Educationalzh_TW
dc.relation.referenceTesting Service.zh_TW
dc.relation.reference---. (2011a). TOEFL iBT test content. http://www.ets.org/toefl/ibt/about/content/.zh_TW
dc.relation.reference---. (2011b). TOEIC home. http://www.ets.org/toeic.zh_TW
dc.relation.reference---. (2011c). 2010 Taiwan TOEIC results report. http://www.toeic.com.tw/file/11063020.pdf.zh_TW
dc.relation.referenceEntwhistle, N. (1987). Motivation to learn: conceptualizations and practicalities. Britishzh_TW
dc.relation.referenceJournal of Educational Studies 35(2), 129-148.zh_TW
dc.relation.referenceFulcher, G. (2005). Deluded by artifices? The Common European Framework andzh_TW
dc.relation.referenceharmonization. Language Assessment Quarterly 1(4), 253-266.zh_TW
dc.relation.referenceFulcher, G. & Davidson, F. (2007). Language testing and assessment; Anzh_TW
dc.relation.referenceadvanced resource book. Oxford: Routledge.zh_TW
dc.relation.referenceGardner, R.C. (1985). Social psychology and second language learning: The role of attitudeszh_TW
dc.relation.referenceand motivation. London: Edward Arnold.zh_TW
dc.relation.referenceGardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning.zh_TW
dc.relation.referenceRowley, MA: Newbury.zh_TW
dc.relation.referenceGardner, R.C. & McIntyre, P.D. (1991). A instrumental motivation in language study: Whozh_TW
dc.relation.referencesays it isn’t effective? Studies in Second Language Acquisition 13, 57-72.zh_TW
dc.relation.referenceHamp-Lyons, L. (2000). Fairness in language testing. In A.J. Kunnan (Ed.), Studies in Languagezh_TW
dc.relation.referenceTesting: Fairness and validation in language assessment. Cambridge: Cambridge University Press.zh_TW
dc.relation.referenceHarlen, W., & Crick, R.D. (2003). Testing and motivation for learning. Assessment in Educationzh_TW
dc.relation.reference10(2), 169-203.zh_TW
dc.relation.referenceHawkey, R. (2006). Studies in Language Testing 24: Impact theory and practice.zh_TW
dc.relation.referenceCambridge: Cambridge University Press.zh_TW
dc.relation.referenceHsu, H.F. (2009). The impact of implementing English proficiency tests as a graduationzh_TW
dc.relation.referencerequirement at Taiwanese universities of technology. (Doctoral dissertation, University ofzh_TW
dc.relation.referenceYork). Retrieved from etheses.whiterose.ac.uk/576/1/PhD_thesis.pdf.zh_TW
dc.relation.referenceHughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.zh_TW
dc.relation.referenceHughes, C. & Tight, M. (1995). The myth of the learning society. British Journal ofzh_TW
dc.relation.referenceEducational Studies 43(3), 290-304.zh_TW
dc.relation.referenceHyatt, D. & Brooks, G. (2009). Investigating stakeholders’ perceptions of IELTS as an entryzh_TW
dc.relation.referencerequirement for higher education in the UK. In IELTS Research Reports Volume 10.zh_TW
dc.relation.referenceLondon: IELTS Australia and British Council.zh_TW
dc.relation.referenceInternational English Language Testing Service (IELTS). (2009). Guide for stakeholders.zh_TW
dc.relation.referenceCambridge: Cambridge ESOL Examinations.zh_TW
dc.relation.referencewww.ielts.org/PDF/IELTS Guide for Stakeholders March 2009.pdf.zh_TW
dc.relation.referenceJones, N. (2009). A comparative approach to constructing a multilingual proficiencyzh_TW
dc.relation.referenceframework: Constraining the role of standard setting. Cambridge ESOL Research Notes 3, 6-9.zh_TW
dc.relation.referenceJones, N. & Saville, N. (2009). European Language Policy: Assessment, learning, and thezh_TW
dc.relation.referenceCEFR. Annual Review of Applied Linguistics 29, 51-63.zh_TW
dc.relation.referenceKellaghan, T., Madaus, G, & Raczek, A. (1996). The use of external examinations to improvezh_TW
dc.relation.referencestudent motivation. Washington, DC: AERA.zh_TW
dc.relation.referenceKhalifa, H. & French, A. (2008). Aligning Cambridge ESOL Examinations to thezh_TW
dc.relation.referenceCEFR: Issues and practice. Paper presented at 34th Annual Conference, International Association for Educational Assessment.zh_TW
dc.relation.referenceKnowles, M.S. (1980). The modern practice of adult education. New York: The Adult Educationzh_TW
dc.relation.referenceCompany.zh_TW
dc.relation.referenceKunnan, A.J. (2005). “Language assessment from a wider context. In Eli Hinkel (Ed.),zh_TW
dc.relation.referenceHandbook of research in second language teaching and learning. London: Lawrencezh_TW
dc.relation.referenceErlbaum Associates.zh_TW
dc.relation.referenceKunnan, A. J. & Wu, J. (2009). Language Training and Training Center, Taiwan: Past,zh_TW
dc.relation.referencepresent and future. In L. Cheng & A. Curtis (Ed.), Language Assessment for Chinesezh_TW
dc.relation.referenceLearners (pp. 77-91). Philadelphia, PA: Routledge.zh_TW
dc.relation.referenceLanguage Training and Testing Center (LTTC). (2009). 2009 annual report.zh_TW
dc.relation.referencehttp://www.lttc.ntu.edu.tw/Annualreportfiles/2009annualreport.pdf.zh_TW
dc.relation.reference---. (2011a). Foreign Language Proficiency Test.zh_TW
dc.relation.referencehttp://www.lttc.ntu.edu.tw/flpt/Foreign_version/FLPTe.htm.zh_TW
dc.relation.reference---. (2011b). Language Testing. http://www.lttc.ntu.edu.tw/E_LTTC/languagetesting.htm.zh_TW
dc.relation.reference---. (2011c). GEPT-CEFR alignment.zh_TW
dc.relation.referencehttp://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/alignment.htm.zh_TW
dc.relation.reference---. (2011d). GEPT level descriptors: Superior.zh_TW
dc.relation.referencehttp://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/superior.htm.zh_TW
dc.relation.referenceLittle, D. (2007). The Common European Framework of reference for languages:zh_TW
dc.relation.referencePerspectives on the making of supranational policy. Modern Language Journal 91(4), 645-655.zh_TW
dc.relation.referenceMcNamara, T., and Roever, C. (2006). Language testing: The social dimension. Oxford:zh_TW
dc.relation.referenceBlackwell Publishing.zh_TW
dc.relation.referenceMedel-Añonuevo, C., Ohsako, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21stzh_TW
dc.relation.referencecentury. New York: UNESCO Institute for Education.zh_TW
dc.relation.referenceMessick, S. (1989). Validity,” In R.L. Linn (Ed.), Educational Measurement (pp. 13-103). Newzh_TW
dc.relation.referenceYork: Macmillan/American Council on Education.zh_TW
dc.relation.referenceNorth, B. (2006). The Common European Framework of Reference: Development,zh_TW
dc.relation.referencetheoretical, and practical issues. Paper presented at the Osaka University of Foreignzh_TW
dc.relation.referenceStudies, March 5, 2006.zh_TW
dc.relation.reference---. (2007). The CEFR illustrative descriptor scales. Modern Language Journal 91(4), 656-659.zh_TW
dc.relation.referenceNorton Pierce, B. (1995). Social identity, investment, and language learning. TESOLzh_TW
dc.relation.referenceQuarterly 29(1), 9-32.zh_TW
dc.relation.referencePowers, D.E., Kim, H.J. & Weng, V. (2008). The redesigned TOEIC (Listening andzh_TW
dc.relation.referenceReading) Test: Relations to test-taker perceptions of proficiency in English. Princeton:zh_TW
dc.relation.referenceEducational Testing Service.zh_TW
dc.relation.referenceRoss, S.J. (2008). Language testing in Asia: Evolution, innovation, and policy changes.zh_TW
dc.relation.referenceLanguage Testing 25(1), 5-13.zh_TW
dc.relation.referenceSaville, N. (2003). The process of test development and revision within Cambridge EFL. In C.zh_TW
dc.relation.referenceWeir & M. Milanovic (Eds.), Continuity and innovation: Revising the Cambridgezh_TW
dc.relation.referenceProficiency in English Examination 1913-2002. Cambridge: Cambridgezh_TW
dc.relation.referenceESOL/Cambridge University Press.zh_TW
dc.relation.referenceSchouwstra, M. & Ellman, M. (2006). A new explanatory model for policyzh_TW
dc.relation.referenceanalysis and evaluation. Tinbergen Institute Discussion Paper. Amsterdam: Tinbergenzh_TW
dc.relation.referenceInstitute.zh_TW
dc.relation.referenceShohamy, E. (1982). Affective considerations in language testing. The Modernzh_TW
dc.relation.referenceLanguage Journal 66(1), 13-17.zh_TW
dc.relation.referenceShohamy, E. (2000). The social responsibility of language testers. In R. Cooper, E. Shohamy,zh_TW
dc.relation.reference& J. Walters (Eds.), New perspectives in educational language policy. Philadelphia: John Benjamins Publishing.zh_TW
dc.relation.referenceShohamy, E. (2001). The power of tests. A critical perspective on the uses of languagezh_TW
dc.relation.referencetests. Harlow, Essex: Pearson Education.zh_TW
dc.relation.referenceShohamy, E. (2008). Language policy and language assessment: The relationship.zh_TW
dc.relation.referenceLanguage Planning 9(3), 363-373.zh_TW
dc.relation.referenceSloane, F.C. & Kelly, A.E. (2003). Issues in high-stakes testing programs. Theory into Practicezh_TW
dc.relation.reference42(1), 12-17.zh_TW
dc.relation.referenceSpolsky, B. (1995). Measured Words: The development of objective language testing. Oxford:zh_TW
dc.relation.referenceOxford University Press.zh_TW
dc.relation.referenceSuen, H.K. & Yu, L. (2006). Chronic consequences of high-stakes testing? Lessonszh_TW
dc.relation.referencefrom the Chinese civil service exam. Comparative Education Review 50(1), 46-65.zh_TW
dc.relation.referenceTaiwan Central Personnel Administration. (2005) English examination promotion scoringzh_TW
dc.relation.referencetable. http://www.ejob.gov.tw/official/english.htm.zh_TW
dc.relation.reference---. (2009). Statistics: Analysis of Public Servants Manpower (Executive Yuan and Subordinatezh_TW
dc.relation.referenceAdministrative Agencies and Schools, 2009 2nd Quarter)zh_TW
dc.relation.referencehttp://www.cpa.gov.tw/%5C/ct.asp?xItem=7276&ctNode=321&mp=10.zh_TW
dc.relation.referenceTaiwan Executive Yuan. (2005) Action plan for creating English-friendly living environment.zh_TW
dc.relation.referencehttp://www.i-zh_TW
dc.relation.referencetaiwan.nat.gov.tw/en/index.php?option=com_content&view=article&id=142:action-zh_TW
dc.relation.referenceplan&catid=31:creating-an-english-friendly-living-environment&Itemid=91.zh_TW
dc.relation.referenceTaiwan Government Information Office. (2005). Challenge 2008: The six-year nationalzh_TW
dc.relation.referencedevelopment plan. http://www.gio-gov.tw/taiwan-website/4-zh_TW
dc.relation.referenceoa/20020521/2002052101.htm.zh_TW
dc.relation.referenceTaiwan Ministry of Civil Service. (2008). Civil Service Employment Act.zh_TW
dc.relation.referencehttp://www.mocs.gov.tw/english/英譯法規/任用法_英_-修3.pdf.zh_TW
dc.relation.reference----. (n.d.) Introduction to the civil service legal system of Republic of China.zh_TW
dc.relation.referencehttp://www.mocs.gov.tw/english/ls.asp.zh_TW
dc.relation.referenceTaiwan Ministry of Education. (n.d.) ROC (Taiwan) students in the U.S.A. (1950-2004).zh_TW
dc.relation.referencehttp://english.moe.gov.tw/public/Data/72817222271.jpg.zh_TW
dc.relation.reference---. (2005). E-generation national manpower cultivation plan.zh_TW
dc.relation.referencehttp://english.moe.gov.tw/ct.asp?xItem=7043&ctNode=784&mp=3#I.zh_TW
dc.relation.referenceTaiwan Ministry of Examination. (2008) English to be required as common subject on civilzh_TW
dc.relation.referenceservice examinations. http://www.moex.gov.tw.zh_TW
dc.relation.referenceTaylor, L. (2004). IELTS, Cambridge ESOL examinations and the common Europeanzh_TW
dc.relation.referenceframework. Cambridge ESOL Research Notes 18, 2-3.zh_TW
dc.relation.reference---. (2005). Washback and impact. ELT Journal 59(2), 154-155.zh_TW
dc.relation.referenceTight, M. (1998) Lifelong learning: Opportunity or compulsion? British Journal ofzh_TW
dc.relation.referenceEducational Studies 46(3), 251-63.zh_TW
dc.relation.referenceTremblay, P.F. & Gardner, R.C. (1995). Expanding the motivation construct inzh_TW
dc.relation.referencelanguage learning. Modern Language Journal 79, 505-18.zh_TW
dc.relation.referenceWall, D. (2005). Studies in Language Testing 22: The impact of high-stakeszh_TW
dc.relation.referenceexaminations on classroom teaching. Cambridge: Cambridge University Press.zh_TW
dc.relation.referenceWeir, C. (2005). Language testing and validation; An evidence-based approach. Newzh_TW
dc.relation.referenceYork: Palgrave and Macmillan.zh_TW
dc.relation.reference---. (2005). Limitations of the Common European Framework for developingzh_TW
dc.relation.referencecomparable examinations and tests. Language Testing 22, 281.zh_TW
dc.relation.referenceWu, J.R.W. & Wu, R.Y.F. (2010). Relating the GEPT comprehension tests to thezh_TW
dc.relation.referenceCEFR. Studies in Language Testing 33: Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual. Cambridge: Cambridge University Press.zh_TW
item.grantfulltextopen-
item.openairetypethesis-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_46ec-
item.languageiso639-1en_US-
item.cerifentitytypePublications-
Appears in Collections:學位論文
Files in This Item:
File SizeFormat
401201.pdf1.1 MBAdobe PDF2View/Open
Show simple item record

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.