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題名 108課綱對四技二專統一入學測驗英文科閱讀能力試題可能影響之研究
A Study on 108 Curriculum Guidelines and Its Possible Impacts on English Reading Comprehension Test in the Technological and Vocational Educational Examination
作者 黃依琳
Huang, Yi-Lin
貢獻者 尤雪瑛
Yu, Hsueh-Ying
黃依琳
Huang, Yi-Lin
關鍵詞 108課綱
統測英文閱讀測驗
英文閱讀能力
108 Curriculum Guidelines
English reading comprehension test in the Technological and Vocational Educational Examination
English reading constructs
日期 2020
上傳時間 3-Aug-2020 18:33:42 (UTC+8)
摘要 英文閱讀能力對外語學習者而言是重要的技能之一，為了解學習者的英文閱讀能力，英文閱讀測驗被廣泛地使用於各項考試中。在臺灣技職教育體系中，四技二專統一入學測驗是高職生升學的重要依據，而職業學校課程綱要則是課程設計與測驗評量的參考基準。本研究旨在比較新舊課綱中所敘述之英文閱讀能力的差異，透過分析統測英文科閱讀題組與高職英文課綱之吻合程度，討論在新課綱實施後未來試題可能的改變與影響。為了達成此研究目的，本研究分析近十年（2010-2019）統測英文閱讀題組以及99職業學校課程綱要，同時參考與測驗閱讀能力相關教學研究及論文，發展出「課綱檢核表」及「閱讀能力檢核表」作為研究工具。本研究結果顯示，相較於99課綱，108課綱提及許多更具體且未在舊課綱被描述的閱讀能力。在近十年考題中英文科閱讀題組著重於檢視受試者「推論單字」、「了解常用句型」、「從文章中找出特定單字或片語」、與「辨別文章主旨」的能力。就未來考題方向而言，108課綱實施後的試題可能會有更多與「自上而下的閱讀技巧」（Top-down skills）相關的題目以及
「閱讀文本多元化」的改變。希冀藉由本研究之結果協助高職英文教師對於統測英文科閱讀題組與新課綱有更進一步的了解，使考試領導教學產生正面的回沖效應。
English reading ability is one of the most important skills for foreign language learners. With the purpose of understanding learners’ English reading proficiency, the reading comprehension test is widely used in different examinations. In Taiwan’s vocational education system, the Technological and Vocational Educational Examination (TVEE) is a decisive criterion for vocational high school students to enter future technological universities. The Vocational High School Curriculum Guideline (VHSCG) is the reference benchmark for both courses design and teaching and assessment. This research aims to: (1) compare the differences between the old and new curriculum guidelines in terms of the statements of reading constructs; (2) analyze the reading comprehension of the TVEE from 2010 to 2019 and discuss how the tested constructs correspond to 99 VHSCG; and (3) discuss possible impacts on future TVEE. In order to achieve the purpose of this research, the study analyzed ten-year reading test items in the TVEE, and studied the previous literature about assessing reading ability and curricula to develop Curriculum Checklist and Reading Construct Checklist as instruments to analyze the targeted test items.
The analysis results of the present study indicate that first, the reading constructs listed in 108 VHSCG are more specific than those mentioned in 99 VHSCG. Second, the constructs of “Make propositional information or explanatory inferences,” “Understand common sentence patterns,” “Locate the specific words or phrases,” and “Identify main ideas” are frequently-tested constructs in the past ten-year TVEE. Third, after the implementation of the 108 CG, more top-down skills may be emphasized in both cloze section and reading comprehension section and may adopt
more diverse texts in reading comprehension section. It is hope that the results of the study will help English teachers in vocational high school to get better understanding of the new curriculum guidelines and the reading test of the TVEE.
參考文獻 Alderson, J. C. (1979). The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13(2), 219-227.
Alderson, J. C. (2000). Assessing reading. Cambridge University.
Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Armstrong, D., Gosling, A., Weinman, J., & Marteau, T. (1997). The place of inter-rater reliability in qualitative research: an empirical study. Sociology, 31(3), 597-606.
Bachman, L. F. (1982). The trait structure of cloze test scores. TESOL Quarterly, 16(1), 61-70.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1).
Brown, H. D., & Abeywickrana, P. (2010). 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 development. Boston: Heinle & Heinle.
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16(1), 47-60.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
Chen, H. C. (2009). An Analysis of the Reading Skills Measured in Reading Comprehension Tests on the Scholastic Achievement English Test (SAET) and the Department Required English Test (DRET). Unpublished master’s thesis. Taipei: National Taiwan Normal University.
Chihara, T., Oller, J., Weaver, K., & Chavez-Oller, M. A. (1977). Are cloze items sensitive to discourse constraints. Language Learning, 27(1), 63-73.
Chiou, Y. U. (2018). 108課綱之素養的英文與科學史的脈。[The history of 108 competency in English and the history of science.] Chinese Physics Education 19(2), 41-46.
Chou, S. Y. (2009). A Study of Cloze Test Items in Scholastic Aptitude English Test and Department Required English Test. Unpublished master’s thesis. Chiayi: National Chung Cheng University.
Christine, N. (1982). Teaching reading skills in a foreign language. Heinemann.
Coady, J. (1979). A psycholinguistic model of the ESL reader. Reading in a Second Language, 4(6), 5-12.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
Davis, F. B. (1968). Research in comprehension in reading. Reading Research Quarterly, 3(4), 499-545.
Day, R. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136.
Gough, P. B. (1972). One second of reading. Visible Language, 6(4), 291-320.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching reading. Routledge.
Grabe, W. (2000). Reading research and its implications for reading assessment. In M. Michale (Eds.), Fairness and validation in language assessment (pp. 226-262). Cambridge University Press.
Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: an overview and tutorial. Tutorials in Quantitative Methods forPpsychology, 8(1), 23.
Huang, T. S. (1997). A qualitative analysis of The JCEE. Taipei: The Crane Publishing Co., Ltd.
Hughes, A. (2003). Testing for Language Teachers, Cambridge University Press.
Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39(8), 778-783.
Krashen, S. D. (1996). The case for narrow reading. System, 24(1), 97-100.
Lee, K. C. (2010). 高中課程99課綱與95暫綱之分。[Analysis of 99 curriculum guidelines and 95 curriculum guidelines in high school curriculum.] Educational Resources and Research Bimonthly, 92, 1-24.
Liu, C. N. (2009). Evaluating the Reading Comprehension Questions of the SAET and the DRET. Unpublished master’s thesis. Taipei: National Taipei University of Education.
Liu, F. C. (2009). A Study on the Development of the English Tests of the Technological and Vocational Education Joint College Entrance Examination (TVEE) and its Interaction with the Guidelines of the Vocational High School English Program (VHSEP). Unpublished master’s thesis. Taipei: National Chengchi University.
Liu, Y. L. (2017). Validating the English Reading Subtest of the GSAT. Unpublished master’s thesis. Taipei: University of Taipei.
Lu, H. Y. (2003). A Study of the EEFTC English Cloze Procedure and Reading Comprehension Test. Unpublished master’s thesis. Yunlin: National Yunlin University of Science & Technology.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-282.
MOE. (2010). 99職業學校課程綱要。[99 curriculum guidelines.] Retrieved from https://www.naer.edu.tw/files/15-1000-7760,c551-1.php?Lang=zh-tw
MOE. (2014). 十二年國民基本教育課程綱要總綱。[Curriculum Guidelines of-12 Year Basic Education: General Guidelines.] Retrieved from https://cirn.moe.edu.tw/WebContent/index.aspx?sid=11&mid=9900
MOE. (2014). 十二年國民基本教育課程綱要技術型高級中等學校語文領域-英語文。[Curriculum Guidelines of-12 Year Basic Education: Vocational High School -English.] Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/23/pta_18519_8013652_59836.pdf
Mohamad, A. (1999). What do we test when we test reading comprehension. The Internet TESL Journal, 5(12). Retrieved from http://iteslj.org/Techniques/Mohamad-TestingReading
Nicholls, A., & Nicholls, S. H. (2018). Developing a curriculum: A practical guide. Routledge.
Oller Jr, J. W. (1973). Cloze tests of second language proficiency and what they measure. Language learning, 23(1), 105-118.
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of “standards”-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34(1), 74-95.
Richard, J.C. & Schmidt, R. (2002). Longman dictionary of language
teaching and applied linguistics. London: Longman.
Rumelhart, D. E. (1976). Toward an interactive model of reading. Stanford University.
Shen, M. Y. (2008). EFL learners’ responses to extensive reading: Survey and pedagogical applications. The Reading Matrix, 8(2). 111-123.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. The University of Chicago Press.
Urquhart, A. H., & Weir, C. J. (2014). Reading in a second language: Process, product and practice. Routledge.
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: the kappa statistic. Family Medicine, 37(5), 360-363.
Yang, Z. (2016) 「課綱」是什麼？為什麼有「課綱」？[What is “curriculum guidelines”? Why is there the “curriculum guidelines”?] CommonWealth. Retrieved from https://www.cw.com.tw/article/article.action?id=5077624
Zeng, Q.Q. (2017). 談推動 12 年國教新課程綱要理念、目標、核心素養及其面臨之挑戰—以技術型高級中等學校為例。[Talking about the concept, goals, core competency and challenges of promoting the 12-year education- Taking vocational high school as an example.] Taiwan Educational Review Monthly, 6(3), 146-154。
描述 碩士
國立政治大學
英語教學碩士在職專班
106951010
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951010
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.advisor Yu, Hsueh-Yingen_US
dc.contributor.author (Authors) 黃依琳zh_TW
dc.contributor.author (Authors) Huang, Yi-Linen_US
dc.creator (作者) 黃依琳zh_TW
dc.creator (作者) Huang, Yi-Linen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 18:33:42 (UTC+8)-
dc.date.available 3-Aug-2020 18:33:42 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 18:33:42 (UTC+8)-
dc.identifier (Other Identifiers) G0106951010en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131304-
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) 106951010zh_TW
dc.description.abstract (摘要) 英文閱讀能力對外語學習者而言是重要的技能之一，為了解學習者的英文閱讀能力，英文閱讀測驗被廣泛地使用於各項考試中。在臺灣技職教育體系中，四技二專統一入學測驗是高職生升學的重要依據，而職業學校課程綱要則是課程設計與測驗評量的參考基準。本研究旨在比較新舊課綱中所敘述之英文閱讀能力的差異，透過分析統測英文科閱讀題組與高職英文課綱之吻合程度，討論在新課綱實施後未來試題可能的改變與影響。為了達成此研究目的，本研究分析近十年（2010-2019）統測英文閱讀題組以及99職業學校課程綱要，同時參考與測驗閱讀能力相關教學研究及論文，發展出「課綱檢核表」及「閱讀能力檢核表」作為研究工具。本研究結果顯示，相較於99課綱，108課綱提及許多更具體且未在舊課綱被描述的閱讀能力。在近十年考題中英文科閱讀題組著重於檢視受試者「推論單字」、「了解常用句型」、「從文章中找出特定單字或片語」、與「辨別文章主旨」的能力。就未來考題方向而言，108課綱實施後的試題可能會有更多與「自上而下的閱讀技巧」（Top-down skills）相關的題目以及
「閱讀文本多元化」的改變。希冀藉由本研究之結果協助高職英文教師對於統測英文科閱讀題組與新課綱有更進一步的了解，使考試領導教學產生正面的回沖效應。		zh_TW
dc.description.abstract (摘要) English reading ability is one of the most important skills for foreign language learners. With the purpose of understanding learners’ English reading proficiency, the reading comprehension test is widely used in different examinations. In Taiwan’s vocational education system, the Technological and Vocational Educational Examination (TVEE) is a decisive criterion for vocational high school students to enter future technological universities. The Vocational High School Curriculum Guideline (VHSCG) is the reference benchmark for both courses design and teaching and assessment. This research aims to: (1) compare the differences between the old and new curriculum guidelines in terms of the statements of reading constructs; (2) analyze the reading comprehension of the TVEE from 2010 to 2019 and discuss how the tested constructs correspond to 99 VHSCG; and (3) discuss possible impacts on future TVEE. In order to achieve the purpose of this research, the study analyzed ten-year reading test items in the TVEE, and studied the previous literature about assessing reading ability and curricula to develop Curriculum Checklist and Reading Construct Checklist as instruments to analyze the targeted test items.
The analysis results of the present study indicate that first, the reading constructs listed in 108 VHSCG are more specific than those mentioned in 99 VHSCG. Second, the constructs of “Make propositional information or explanatory inferences,” “Understand common sentence patterns,” “Locate the specific words or phrases,” and “Identify main ideas” are frequently-tested constructs in the past ten-year TVEE. Third, after the implementation of the 108 CG, more top-down skills may be emphasized in both cloze section and reading comprehension section and may adopt
more diverse texts in reading comprehension section. It is hope that the results of the study will help English teachers in vocational high school to get better understanding of the new curriculum guidelines and the reading test of the TVEE.		en_US
dc.description.tableofcontents Table of Contents vii
List of Tables x
List of Figures xii
Chinese Abstract xiii
English Abstract xv
Chapter One: Introduction 1
Background and Motivation 1
Research Questions 4
Significance of the Study 5
Chapter Two: Literature Review 7
Curriculum Design 7
Curriculum Guidelines 8
The Revised Background of 99 CG 10
The Revised Background of 108 CG 11
The Role of Assessment in Curriculum 12
An Overview of Reading 13
Reading Process Models 14
The Skills and Subskills of Reading Comprehension 15
Instructional Approaches to Reading Comprehension 18
An Overview of the TVEE 21
Research on Reading Test in Taiwan 25
Chapter Three: Methodology 29
Data Collection 29
Analysis Framework 37
Comparison between 99 VHSCG and 108 VHSCG 37
The Curriculum Checklist and the Reading Constructs Checklist 37
Data Coding Procedure 42
Inter-rater Reliability 45
Exemplification of Data Coding Procedure 45
Chapter Four: Results and Discussion 49
Differences between 99 VHSCG and 108 VHSCG in Reading 49
Overall Vocational School Educational Goals 49
English Curriculum Goals 52
Competence Indicators and Learning Performances 54
Test Items Analysis with Reference to Curriculum Checklist 56
Test Items Analysis with Reference to Reading Constructs Checklist 61
Possible Impacts on Future TVEE with Reference to 108 VHSCG 74
Chapter Five: Conclusion 81
Summary of the Major Findings 81
Pedagogical Implications 85
Limitations and Suggestions 85
REFERENCES 87		zh_TW
dc.format.extent 1355066 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951010en_US
dc.subject (關鍵詞) 108課綱zh_TW
dc.subject (關鍵詞) 統測英文閱讀測驗zh_TW
dc.subject (關鍵詞) 英文閱讀能力zh_TW
dc.subject (關鍵詞) 108 Curriculum Guidelinesen_US
dc.subject (關鍵詞) English reading comprehension test in the Technological and Vocational Educational Examinationen_US
dc.subject (關鍵詞) English reading constructsen_US
dc.title (題名) 108課綱對四技二專統一入學測驗英文科閱讀能力試題可能影響之研究zh_TW
dc.title (題名) A Study on 108 Curriculum Guidelines and Its Possible Impacts on English Reading Comprehension Test in the Technological and Vocational Educational Examinationen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alderson, J. C. (1979). The cloze procedure and proficiency in English as a foreign language. TESOL Quarterly, 13(2), 219-227.
Alderson, J. C. (2000). Assessing reading. Cambridge University.
Alyousef, H. S. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Armstrong, D., Gosling, A., Weinman, J., & Marteau, T. (1997). The place of inter-rater reliability in qualitative research: an empirical study. Sociology, 31(3), 597-606.
Bachman, L. F. (1982). The trait structure of cloze test scores. TESOL Quarterly, 16(1), 61-70.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1).
Brown, H. D., & Abeywickrana, P. (2010). 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 development. Boston: Heinle & Heinle.
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.
Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16(1), 47-60.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
Chen, H. C. (2009). An Analysis of the Reading Skills Measured in Reading Comprehension Tests on the Scholastic Achievement English Test (SAET) and the Department Required English Test (DRET). Unpublished master’s thesis. Taipei: National Taiwan Normal University.
Chihara, T., Oller, J., Weaver, K., & Chavez-Oller, M. A. (1977). Are cloze items sensitive to discourse constraints. Language Learning, 27(1), 63-73.
Chiou, Y. U. (2018). 108課綱之素養的英文與科學史的脈。[The history of 108 competency in English and the history of science.] Chinese Physics Education 19(2), 41-46.
Chou, S. Y. (2009). A Study of Cloze Test Items in Scholastic Aptitude English Test and Department Required English Test. Unpublished master’s thesis. Chiayi: National Chung Cheng University.
Christine, N. (1982). Teaching reading skills in a foreign language. Heinemann.
Coady, J. (1979). A psycholinguistic model of the ESL reader. Reading in a Second Language, 4(6), 5-12.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.
Davis, F. B. (1968). Research in comprehension in reading. Reading Research Quarterly, 3(4), 499-545.
Day, R. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136.
Gough, P. B. (1972). One second of reading. Visible Language, 6(4), 291-320.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching reading. Routledge.
Grabe, W. (2000). Reading research and its implications for reading assessment. In M. Michale (Eds.), Fairness and validation in language assessment (pp. 226-262). Cambridge University Press.
Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: an overview and tutorial. Tutorials in Quantitative Methods forPpsychology, 8(1), 23.
Huang, T. S. (1997). A qualitative analysis of The JCEE. Taipei: The Crane Publishing Co., Ltd.
Hughes, A. (2003). Testing for Language Teachers, Cambridge University Press.
Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39(8), 778-783.
Krashen, S. D. (1996). The case for narrow reading. System, 24(1), 97-100.
Lee, K. C. (2010). 高中課程99課綱與95暫綱之分。[Analysis of 99 curriculum guidelines and 95 curriculum guidelines in high school curriculum.] Educational Resources and Research Bimonthly, 92, 1-24.
Liu, C. N. (2009). Evaluating the Reading Comprehension Questions of the SAET and the DRET. Unpublished master’s thesis. Taipei: National Taipei University of Education.
Liu, F. C. (2009). A Study on the Development of the English Tests of the Technological and Vocational Education Joint College Entrance Examination (TVEE) and its Interaction with the Guidelines of the Vocational High School English Program (VHSEP). Unpublished master’s thesis. Taipei: National Chengchi University.
Liu, Y. L. (2017). Validating the English Reading Subtest of the GSAT. Unpublished master’s thesis. Taipei: University of Taipei.
Lu, H. Y. (2003). A Study of the EEFTC English Cloze Procedure and Reading Comprehension Test. Unpublished master’s thesis. Yunlin: National Yunlin University of Science & Technology.
Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-282.
MOE. (2010). 99職業學校課程綱要。[99 curriculum guidelines.] Retrieved from https://www.naer.edu.tw/files/15-1000-7760,c551-1.php?Lang=zh-tw
MOE. (2014). 十二年國民基本教育課程綱要總綱。[Curriculum Guidelines of-12 Year Basic Education: General Guidelines.] Retrieved from https://cirn.moe.edu.tw/WebContent/index.aspx?sid=11&mid=9900
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dc.identifier.doi (DOI) 10.6814/NCCU202000912en_US