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題名 四技二專統一入學測驗英文科對話題之研究
A Study on the Dialogue Section of the Technological and Vocational Educational Examination
作者 湯琦均
Tang, Ci Jyun
貢獻者 尤雪瑛
Yu, Hsueh Ying
湯琦均
Tang, Ci Jyun
關鍵詞 對話題
口說能力
間接測驗
四技二專統一入學測驗
職業學校群科課程綱要
dialogue section
speaking ability
indirect test
Technological and Vocational Educational Examination
Vocational High School Curriculum Guideline
日期 2016
上傳時間 21-七月-2016 10:46:24 (UTC+8)
摘要 在臺灣的技職教育體系中，職業學校群科課程綱要是教材編撰及課程設計的參考基準；而四技二專統一入學測驗是高職學生升學的重要依據。其中，統測共同科目英文考科中的對話題，採用了間接測驗來評量學生的口語能力。本研究旨在討論統測英文科對話題與高職英文課綱之吻合程度，及統測對話題的內容效度。為了達成此研究目的，本研究分析統測英文考科對話題型以及高職英文課程綱要，同時參考與測驗口說能力之相關教學研究及論文，發展出課綱檢核表及口說能力檢核表做為研究工具。
研究結果顯示，統測對話題與高職課綱中口說能力相關指標大致符合，但主題分佈不甚平均，主要強調日常生活情境下的溝通能力。就內容效度而言，其檢驗之能力多為基礎口語技巧，並且偏重測驗考生如何傳遞訊息及維持互動，並沒有包含處理互動的技巧。根據本研究之發現，筆者針對未來研究方向及測驗實務提出了建議。
In the vocational education system in Taiwan, the Vocational High School Curriculum Guideline (VHSCG) is the basis of teaching materials and curriculum design, and the Technological and Vocational Educational Examination (TVEE) is an important reference for students to enter college. In the English test of the TVEE, an indirect speaking test was applied in the dialogue section. This research aims to investigate: (1) the correspondence between goals of speaking ability in the VHSCG and the dialogue section of the TVEE; and (2) the construct validity of the dialogue section. To achieve the purpose, this research analyzed the current curriculum guideline and the English tests of the TVEE, and studied the previous literature about assessing speaking ability to develop two checklists as instruments to analyze the targeted test items.
Results indicated that the dialogue section of the TVEE generally corresponded with the speaking ability index in the VHSCG, but the topic distribution was imbalanced. The test items primarily focused on the communicative ability in daily-life contexts and was lacked of items that examine descriptive ability. For the construct validity, the dialogue section of the TVEE mostly examined fundamental speaking skills. Informational and interactional skills were strongly emphasized, while the skills in managing interaction were completely absent. Based on the findings of this research, the researcher yielded suggestions for future research and implications for the test developers.
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Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford: University Press.
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Chou. S. K. (2005). 技職校院英語教學之困境與突破 [A dilemma and breakthrough of English teaching in vocational education]. Journal of Education Research, 138, 86-94.
Clark, J. L. D. (1975). Theoretical and technical considerations in oral proficiency testing. In Jones, R. L. & Spolsky, B. (Eds.), Testing language proficiency, 10-24. Arlingtong, VA: Center for Applied Linguistics.
Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267.
Cumming, J., & Maxwell, G. (1999). Contextualising authentic assessment. Assessment in Education, 6, 177–94.
Dick, W., Carey, J.O., & L. Carey. (2000). The systematic design of instruction. Upper Saddle River, NJ: Pearson Educational.
Douglas, D. (1997). Language for specific purposes testing. In Clapham, C. & Carson, D., (Eds.), Encyclopedia of language in education. Volume 7: Language testing and assessment. Dordrecht: Kluwer Academic, 111–20.
ETS. (2007). The official guide to the new TOEFL iBT. NY: McGraw-Hill.
Guilford, J. P. (1954). Psychometric method. NY: McGraw Hill.
Han, W. H. (2009). A study of vocational high school students’ English learning motivation, learning style, learning strategy and English learning achievement. Unpublished master’s thesis, National Chung Cheng University, Chiayi, Taiwan.
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Huang, T. L. (1990) 高級職業學校英文教學研究 [A study on the English language teaching in vocational high schools]. New orientations in English language teaching. 285-204.
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描述 碩士
國立政治大學
英語教學碩士在職專班
102951005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102951005
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh Yingen_US
dc.contributor.author (作者) 湯琦均zh_TW
dc.contributor.author (作者) Tang, Ci Jyunen_US
dc.creator (作者) 湯琦均zh_TW
dc.creator (作者) Tang, Ci Jyunen_US
dc.date (日期) 2016en_US
dc.date.accessioned 21-七月-2016 10:46:24 (UTC+8)-
dc.date.available 21-七月-2016 10:46:24 (UTC+8)-
dc.date.issued (上傳時間) 21-七月-2016 10:46:24 (UTC+8)-
dc.identifier (其他 識別碼) G0102951005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/99461-
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 (描述) 102951005zh_TW
dc.description.abstract (摘要) 在臺灣的技職教育體系中，職業學校群科課程綱要是教材編撰及課程設計的參考基準；而四技二專統一入學測驗是高職學生升學的重要依據。其中，統測共同科目英文考科中的對話題，採用了間接測驗來評量學生的口語能力。本研究旨在討論統測英文科對話題與高職英文課綱之吻合程度，及統測對話題的內容效度。為了達成此研究目的，本研究分析統測英文考科對話題型以及高職英文課程綱要，同時參考與測驗口說能力之相關教學研究及論文，發展出課綱檢核表及口說能力檢核表做為研究工具。
研究結果顯示，統測對話題與高職課綱中口說能力相關指標大致符合，但主題分佈不甚平均，主要強調日常生活情境下的溝通能力。就內容效度而言，其檢驗之能力多為基礎口語技巧，並且偏重測驗考生如何傳遞訊息及維持互動，並沒有包含處理互動的技巧。根據本研究之發現，筆者針對未來研究方向及測驗實務提出了建議。		zh_TW
dc.description.abstract (摘要) In the vocational education system in Taiwan, the Vocational High School Curriculum Guideline (VHSCG) is the basis of teaching materials and curriculum design, and the Technological and Vocational Educational Examination (TVEE) is an important reference for students to enter college. In the English test of the TVEE, an indirect speaking test was applied in the dialogue section. This research aims to investigate: (1) the correspondence between goals of speaking ability in the VHSCG and the dialogue section of the TVEE; and (2) the construct validity of the dialogue section. To achieve the purpose, this research analyzed the current curriculum guideline and the English tests of the TVEE, and studied the previous literature about assessing speaking ability to develop two checklists as instruments to analyze the targeted test items.
Results indicated that the dialogue section of the TVEE generally corresponded with the speaking ability index in the VHSCG, but the topic distribution was imbalanced. The test items primarily focused on the communicative ability in daily-life contexts and was lacked of items that examine descriptive ability. For the construct validity, the dialogue section of the TVEE mostly examined fundamental speaking skills. Informational and interactional skills were strongly emphasized, while the skills in managing interaction were completely absent. Based on the findings of this research, the researcher yielded suggestions for future research and implications for the test developers.		en_US
dc.description.tableofcontents Acknowledgements iii
Table of Contents iv
List of Tables vii
List of Figures viii
Chinese Abstract ix
English Abstract x
Chapter One: Introduction 1
Background and Motivation 1
Purpose of the Study 3
The Significance of the Study 4
Chapter Two: Literature Review 5
The Role of Assessment in Curriculum 5
The Constructs of Speaking Ability 7
Types of Spoken Language 7
Knowledge Involved in Spoken Language 10
The Testing of Oral Ability 13
Basic Types of Speaking Assessment 14
Principles of Testing Oral Ability 16
Interactivity 166
Authenticity 18
Directness 19
Practice of Speaking Tests 20
The Speaking Section of TOEFL 20
IELTS Speaking Module 21
GEPT Speaking Section 22
Research on English Learning in the VHSCG and the TVEE 23
The EFL Learning in Vocational High School 23
The Technological and Vocational Educational Examination 24
Chapter Three: Methodology 27
Materials 27
The Vocational High School Curriculum Guideline 27
Background Information 27
General Introduction to the English Guideline 28
Course Objectives 28
Teaching Guideline 29
Teaching Material 30
Topics. 30
Linguistic knowledge. 30
Benchmark. 33
The Technological and Vocational Educational Examination 34
Instruments 35
Curriculum Checklist 36
Speaking Constructs Checklist 38
Data Analysis Framework 42
Chapter Four: Results and Discussion 45
Inter-rater Reliability 45
Results of the Curriculum Checklist 46
The First Part of the Curriculum Checklist 46
The Second Part of the Curriculum Checklist 47
Results of the Speaking Constructs Checklist 52
The Result of Informational Skills 53
The Result of Interactional Skills 57
The Result of Skills in Managing Interactions 62
The Application of the Three Principles 63
Interactivity 63
Authenticity 64
Directness 64
Chapter Five: Conclusion 67
Summary of the Major Findings 67
Implications 68
Including More Complicated Speaking Skills 68
Expanding the Variety of Topics 69
Performing Actual Speaking Skills 70
Limitations and Suggestions 70
References 72
Appendixes 78		zh_TW
dc.format.extent 741969 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102951005en_US
dc.subject (關鍵詞) 對話題zh_TW
dc.subject (關鍵詞) 口說能力zh_TW
dc.subject (關鍵詞) 間接測驗zh_TW
dc.subject (關鍵詞) 四技二專統一入學測驗zh_TW
dc.subject (關鍵詞) 職業學校群科課程綱要zh_TW
dc.subject (關鍵詞) dialogue sectionen_US
dc.subject (關鍵詞) speaking abilityen_US
dc.subject (關鍵詞) indirect testen_US
dc.subject (關鍵詞) Technological and Vocational Educational Examinationen_US
dc.subject (關鍵詞) Vocational High School Curriculum Guidelineen_US
dc.title (題名) 四技二專統一入學測驗英文科對話題之研究zh_TW
dc.title (題名) A Study on the Dialogue Section of the Technological and Vocational Educational Examinationen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Bachman, L. (1990). Constructing measures and measuring constructs. In B. Harley, J. Cummins, M. Swain and P. Allen (eds.), The development of second language proficiency. Cambridge: Cambridge University Press.
Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford: University Press.
Berry, V. (1994).The assessment of spoken language under varying interactional conditions. In. Bird, Norman (ed.), Language and learning. Hong Kong: Hong Kong Education Department Institution of Language in Education.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Brown, H. D., & Sahni, S. (1994). Vistas: An interactive course in English, student test package. Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains. NY: Pearson Education.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program design. Boston: Heinle & Heinle.
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. NY: McGraw-Hill College.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for English Language Teaching and Research.
Bygate, M. (2009). Teaching and testing speaking. In Long, M. H. & Doughty, C. J. (Eds.), The handbook of language teaching (pp. 412--440). Chichester, U.K: Wiley-Blackwell.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Carter, R.A., & McCarthy, M.J. (1995). Grammar and the spoken language. Applied Linguistics, 16, 141–158.
Chang, V. W. (2006). English language education in Taiwan: A comprehensive survey. Education Resources and Research. 69, 129-144.
Chen, M. L. (2007). Vocational high school students` English learning motivation and their English learning behaviors. Unpublished master’s thesis, Tunghai University, Taichung, Taiwan.
Chou. S. K. (2005). 技職校院英語教學之困境與突破 [A dilemma and breakthrough of English teaching in vocational education]. Journal of Education Research, 138, 86-94.
Clark, J. L. D. (1975). Theoretical and technical considerations in oral proficiency testing. In Jones, R. L. & Spolsky, B. (Eds.), Testing language proficiency, 10-24. Arlingtong, VA: Center for Applied Linguistics.
Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition, 18, 253-267.
Cumming, J., & Maxwell, G. (1999). Contextualising authentic assessment. Assessment in Education, 6, 177–94.
Dick, W., Carey, J.O., & L. Carey. (2000). The systematic design of instruction. Upper Saddle River, NJ: Pearson Educational.
Douglas, D. (1997). Language for specific purposes testing. In Clapham, C. & Carson, D., (Eds.), Encyclopedia of language in education. Volume 7: Language testing and assessment. Dordrecht: Kluwer Academic, 111–20.
ETS. (2007). The official guide to the new TOEFL iBT. NY: McGraw-Hill.
Guilford, J. P. (1954). Psychometric method. NY: McGraw Hill.
Han, W. H. (2009). A study of vocational high school students’ English learning motivation, learning style, learning strategy and English learning achievement. Unpublished master’s thesis, National Chung Cheng University, Chiayi, Taiwan.
Heaton, J. B. (1998). Writing English language test. London: Longman.
Hu, H. E. (2011). An investigation of Taiwanese vocational high school students` use of metacognitive reading strategies. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Huang, T. L. (1990) 高級職業學校英文教學研究 [A study on the English language teaching in vocational high schools]. New orientations in English language teaching. 285-204.
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
Hughes, R. (2011). Teaching and researching speaking. Harlow: Longman.
Hung, C. H. & Lo, P. C. (1995).高職英文教師對英語文教育之觀點研究 [Research on the perspectives of English teachers of TEFL in the technological and vocational education system in Taiwan] Proceedings of conference on English teaching in technological and vocational colleges. 121-145.
Joughin, G. (1998). Dimensions of oral assessment. Assessment & Evaluation in Higher Education, 23, 367-378.
Kane, M. T. (2002). Current concerns in validity theory. Journal of Educational Measurement, 38(4), 319-342.
Leu, M. M. (2004) The Use and Evaluation of Teaching Materials for Vocational High Schools in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
Lewkowicz, J. A. (2000). Authenticity in language testing: some outstanding questions. Language Testing, 17 (1), 43–64
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