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題名 台灣學科能力英文閱讀測驗之評析及其教學啟示
An Analysis of the Reading Comprehension Test Given in the English Subject Ability Test in Taiwan and Its Pedagogical Implications
作者 盧珍予
Lu, Jen Ju
貢獻者 莫建清
Mo, Chien Ching
盧珍予
Lu, Jen Ju
日期 2002
上傳時間 9-May-2016 16:58:26 (UTC+8)
摘要 　　本研究旨在分析探討台灣學科能力英文閱讀測驗之試題，以期了解閱讀測驗試題的內容並掌握考題趨勢。同時，本研究希望對英文閱讀教師能有很大的啟示作用，並對學生提供準備英文學科能力測驗的方針。
     　　本研究採用質及量的分析方法。質的分析涵蓋：（一）閱讀測驗試題的問題類型；（二）閱讀選文及試題；（三）影響考試表現的因數；（四）考生在各問題類型的表現。量的分析則在研究：（一）各問題類型的鑑別度；（二）各問題類型的難易度；（三）高分組及低分組的統計數值差異。
     　　本研究結果如下：（一）分析各問題類型的出現頻率；（二）比較高分組及低分組在各問題類型上的表現；（三）發現影響考試表現的因數；（四）發現閱讀理解及答題過程中的困難；（五）獲得一些重要的閱讀教學啟示。簡言之，本研究提供了閱讀教學上的啟示及引導出台灣高中英文閱讀教學的方向。
　　The purpose of this study is to present the results of a qualitative analysis and a quantitative analysis of the reading comprehension test items on the 1995-2002 English Subject Ability Test. Specifically, this study aims to promote a better understanding of the content and construct domain of the reading comprehension section and the current tendencies in the English SAT. This study also serves as a practical guide for teachers to English reading instruction and to testing preparation courses.
     　　This study adopts both qualitative and quantitative analyses. The qualitative analysis is done by examining question types, text material, test items, test variables, the examinee`s performance, etc. The quantitative analysis is done by computing the discriminatory power, the passing rate, the frequency distribution of the question type, the correlations between question types, etc.
     　　The results of this study are summarized as follows. (1) The frequency distribution of the question type has been analyzed. (2) The comparison of proficient and less proficient examinees` performance on each question type has been made. (3) The test variables accounting for examinees’ performance have been found. (4) Difficulties in reading comprehension and in test-taking process have been identified. (5) Some significant pedagogical implications have been drawn. In sum, this study has some pedagogical implications for high school English teachers and indicates a direction to steer English reading instruction in Taiwan senior high schools.
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描述 碩士
國立政治大學
英語教學碩士在職專班
資料來源 http://thesis.lib.nccu.edu.tw/record/#A2010000291
資料類型 thesis
dc.contributor.advisor 莫建清zh_TW
dc.contributor.advisor Mo, Chien Chingen_US
dc.contributor.author (Authors) 盧珍予zh_TW
dc.contributor.author (Authors) Lu, Jen Juen_US
dc.creator (作者) 盧珍予zh_TW
dc.creator (作者) Lu, Jen Juen_US
dc.date (日期) 2002en_US
dc.date.accessioned 9-May-2016 16:58:26 (UTC+8)-
dc.date.available 9-May-2016 16:58:26 (UTC+8)-
dc.date.issued (上傳時間) 9-May-2016 16:58:26 (UTC+8)-
dc.identifier (Other Identifiers) A2010000291en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/95766-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description.abstract (摘要) 　　本研究旨在分析探討台灣學科能力英文閱讀測驗之試題，以期了解閱讀測驗試題的內容並掌握考題趨勢。同時，本研究希望對英文閱讀教師能有很大的啟示作用，並對學生提供準備英文學科能力測驗的方針。
     　　本研究採用質及量的分析方法。質的分析涵蓋：（一）閱讀測驗試題的問題類型；（二）閱讀選文及試題；（三）影響考試表現的因數；（四）考生在各問題類型的表現。量的分析則在研究：（一）各問題類型的鑑別度；（二）各問題類型的難易度；（三）高分組及低分組的統計數值差異。
     　　本研究結果如下：（一）分析各問題類型的出現頻率；（二）比較高分組及低分組在各問題類型上的表現；（三）發現影響考試表現的因數；（四）發現閱讀理解及答題過程中的困難；（五）獲得一些重要的閱讀教學啟示。簡言之，本研究提供了閱讀教學上的啟示及引導出台灣高中英文閱讀教學的方向。		zh_TW
dc.description.abstract (摘要) 　　The purpose of this study is to present the results of a qualitative analysis and a quantitative analysis of the reading comprehension test items on the 1995-2002 English Subject Ability Test. Specifically, this study aims to promote a better understanding of the content and construct domain of the reading comprehension section and the current tendencies in the English SAT. This study also serves as a practical guide for teachers to English reading instruction and to testing preparation courses.
     　　This study adopts both qualitative and quantitative analyses. The qualitative analysis is done by examining question types, text material, test items, test variables, the examinee`s performance, etc. The quantitative analysis is done by computing the discriminatory power, the passing rate, the frequency distribution of the question type, the correlations between question types, etc.
     　　The results of this study are summarized as follows. (1) The frequency distribution of the question type has been analyzed. (2) The comparison of proficient and less proficient examinees` performance on each question type has been made. (3) The test variables accounting for examinees’ performance have been found. (4) Difficulties in reading comprehension and in test-taking process have been identified. (5) Some significant pedagogical implications have been drawn. In sum, this study has some pedagogical implications for high school English teachers and indicates a direction to steer English reading instruction in Taiwan senior high schools.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS-----iv
     TABLE OF CONTENTS-----v
     LIST OF TABLES-----vii
     LIST OF FIGURES-----ix
     CHINESE ABSTRACT-----x
     ENGLISH ABSTRACT-----xi
     CHAPTER
     1. INTRODUCTION-----1
     　　1.1 Background and Motivation-----1
     　　1.2 Significance and Purpose of the Study-----3
     　　1.3 Research Questions-----3
     　　1.4 Organization-----4
     2. LITERATURE REVIEW-----5
     　　2.1 The Rationale of Reading-----5
     　　　　2.1.1 The Reading Process-----5
     　　　　2.1.2 Reading Comprehension-----7
     　　　　2.1.3 The Reading Skill-----8
     　　2.2 The Study of Reading Comprehension Tests-----11
     　　　　2.2.1 Background Studies-----11
     　　　　2.2.2 Guidelines for Multi-Choice Reading Test-----13
     　　　　2.2.3 Variables Contributing to Item Difficulty-----16
     　　2.3 The Study of Language Testing-----17
     　　　　2.3.1 Criteria of a Good Test-----17
     　　　　2.3.2 Item Analysis-----20
     3. METHODS AND DATA ANALYSIS-----23
     　　3.1 Subjects-----23
     　　3.2 Instruments-----24
     　　3.3 Materials-----24
     　　3.4 Data Analysis-----25
     4. ITEM ANALYSIS AND FINDINGS-----29
     　　4.1 Item Analysis-----30
     　　　　An Item Analysis of the 1995 Reading Comprehension Test-----30
     　　　　An Item Analysis of the 1996 Reading Comprehension Test-----35
     　　　　An Item Analysis of the 1997 Reading Comprehension Test-----39
     　　　　An Item Analysis of the 1998 Reading Comprehension Test-----46
     　　　　An Item Analysis of the 1999 Reading Comprehension Test-----51
     　　　　An Item Analysis of the 2000 Reading Comprehension Test-----58
     　　　　An Item Analysis of the 2001 Reading Comprehension Test-----65
     　　　　An Item Analysis of the 2002 Reading Comprehension Test-----71
     　　4.2 Findings-----77
     　　　　The Analysis of the Question Type-----77
     　　　　The Analysis of the Reading Passage-----86
     　　　　The Evaluation of the English SAT Reading Comprehension Test-----88
     　　　　The Categories of Test Variables-----101
     5. PEDAGOGICAL IMPLICATIONS, PRACTICAL SUGGESTIONS,AND CONCLUSIONS-----105
     　　5.1 Pedagogical Implications for Taiwan High School English Teachers-----105
     　　　　5.1.1 Difficulties in Reading Comprehension and Test-taking Process on the English SAT-----105
     　　　　5.1.2 Guidelines for Taking Reading Comprehension Test on the English SAT-----111
     　　　　5.1.3 Guidelines for English Reading Instruction-----116
     　　5.2 Suggestions-----126
     　　5.3 Conclusions-----129
     　　5.4 Limitations and Suggestions for Further Research-----130
     APPENDIX The 1995-2002 Reading Comprehension Passages-----132
     REFERENCES-----164
     
     LIST OF TABLES
     Table 2.1 General Reading Skill Categories-----10
     Table 2.2 Categories of the Question Type-----15
     Table 2.3 The List of Variables Contributing to Item Difficulties-----17
     Table 3.1 The Number of the English SAT Examinees-----23
     Table 3.2 The Number of Reading Passages and Comprehension Question Items-----25
     Table 4.1 The 1995 Reading Comprehension Test Statistics-----30
     Table 4.2 The 1996 Reading Comprehension Test Statistics-----35
     Table 4.3 The 1997 Reading Comprehension Test Statistics-----39
     Table 4.4 The 1998 Reading Comprehension Test Statistics-----46
     Table 4.5 The 1999 Reading Comprehension Test Statistics-----51
     Table 4.6 The 2000 Reading Comprehension Test Statistics-----58
     Table 4.7 The 2001 Reading Comprehension Test Statistics-----65
     Table 4.8 The 2002 Reading Comprehension Test Statistics-----71
     Table 4.9 The Frequency of the Question Type from 1995 through 2002-----77
     Table 4.10 The Passing Rate of Each Question Type from 1995 through 2002-----79
     Table 4.11 A Comparison of Performance between the High and the Low Group on Each Question Type-----80
     Table 4.12 The Discriminatory Power of Each Question Type from 1995 Through 2002-----82
     Table 4.13 Correlations Between Question Types-----83
     Table 4.14 The Subcategories of the Detail Item-----85
     Table 4.15 The Subcategories of the Inference Item-----86
     Table 4.16 The Text Types, Rhetorical Types, and Subjects of Reading Passages-----87
     Table 4.17 The Categories of Test Variables Found on the English SAT-----101
     Table 5.1 Taxonomy of Test-taking Difficulties on the English SAT-----110
     Table 5.1-1 Taxonomy of Test-taking Difficulties on the English SAT-----111
     
     LIST OF FIGURES
     Figure 4.1 The Frequency of the Question Type from 1995 through 2002-----78
     Figure 4.2 The Average Passing Rate of Each Question Type from 1995 Through 2002-----79
     Figure 4.3 A Comparison of Performance between the High and the Low Group on Each Question Type-----80
     Figure 4.4 The Overall PAssing Rate from 1995 to 2002-----81
     Figure 4.5 The Overall Discriminatory Power from 1995 to 2002-----82		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#A2010000291en_US
dc.title (題名) 台灣學科能力英文閱讀測驗之評析及其教學啟示zh_TW
dc.title (題名) An Analysis of the Reading Comprehension Test Given in the English Subject Ability Test in Taiwan and Its Pedagogical Implicationsen_US
dc.type (資料類型) thesisen_US
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