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題名 高中生於學測篇章結構題型作答策略之個案分析
A Case Study on Senior High School Students’ Strategies of Tackling Discourse Structure Test in GSAT
作者 黃育翎
Huang, Yu-Ling
貢獻者 尤雪瑛
黃育翎
Huang, Yu-Ling
關鍵詞 學測英文
篇章結構
策略使用
考試技巧
後設認知策略
閱讀策略
GSAT English
Discourse Structure test
Strategy use
Test-taking strategy
Metacognitive strategy
Reading strategy
日期 2023
上傳時間 2-Aug-2023 14:01:52 (UTC+8)
摘要 本研究旨在探討高中生在學測篇章結構題型的作答策略。為了達成此目的，本研究採用個案研究方法，以探討學生在解題過程中的表現。研究過程中，招募了三名來自北部三個不同學校的高三學生，其語言能力分別為低、中及高級。受試者分別參與兩階段的資料蒐集過程，第一階段為線上訪談，由受試者分享他們過往回答篇章結構的學習經驗；第二階段中，受試者則須完成兩份篇章結構試題，隨後填寫困難檢核表並參與半結構化訪談，以瞭解他們在回答篇章結構題目時所採用的策略。

結果顯示了三個重要的發現：首先，這三位學生在準備作答篇章結構題目方面並未獲得太多的教導和練習，在有限的教學中，最常涉及局部閱讀策略。其次，三位學生各自展現出不同的策略偏好，低程度學生傾向採用考試技巧和局部閱讀策略，而中、高程度學生則傾向於結合多種後設認知策略，以及局部和整體閱讀策略。最後，根據學生的評論，他們更容易理解那些主題熟悉且文意發展清晰的文章，豐富的上下文線索也有助於他們作答篇章結構試題。研究結果顯示，英語教師應為學生提供多樣化的策略資源，以應答篇章結構題目。
The current study investigates senior high school students’ strategies of tackling DS test in the GSAT English. To fulfill this aim, a case study approach was employed to explore the problem-solving process of the students. The research recruited three Grade 12 students from three different schools, located in northern region of Taiwan. The participants were at different proficiency levels of low, average, and upper. They were required to take part in two parts of the data collection procedure. The first part included an online interview regarding their prior learning experience. The second part contained two DS tests for the participants to complete, followed by difficulty checklists and semi-structured interviews, to elicit the strategies they have used during the process of responding to DS tests.

The results reveal three major themes. First, the three students report that they do not receive much instruction on the preparation of answering the DS test. Among the limited instruction, local reading strategies are addressed most often. Second, the students demonstrate different preferences for strategy use. Particularly, the student of low proficiency level tends to adopt test-taking strategies and local reading strategies, while the students of average and upper proficiency levels incline to combine a variety of metacognitive as well as local and global reading strategies. Third, according to the students’ comments, the passage with a familiar topic and clear text patterns is easier to comprehend, and rich context clues also help them to solve the DS items. The findings suggest that English teachers should provide students with diverse resources of strategy use to solve the DS test.
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描述 碩士
國立政治大學
英國語文學系
110551007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110551007
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.author (Authors) 黃育翎zh_TW
dc.contributor.author (Authors) Huang, Yu-Lingen_US
dc.creator (作者) 黃育翎zh_TW
dc.creator (作者) Huang, Yu-Lingen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-Aug-2023 14:01:52 (UTC+8)-
dc.date.available 2-Aug-2023 14:01:52 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2023 14:01:52 (UTC+8)-
dc.identifier (Other Identifiers) G0110551007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146559-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 110551007zh_TW
dc.description.abstract (摘要) 本研究旨在探討高中生在學測篇章結構題型的作答策略。為了達成此目的，本研究採用個案研究方法，以探討學生在解題過程中的表現。研究過程中，招募了三名來自北部三個不同學校的高三學生，其語言能力分別為低、中及高級。受試者分別參與兩階段的資料蒐集過程，第一階段為線上訪談，由受試者分享他們過往回答篇章結構的學習經驗；第二階段中，受試者則須完成兩份篇章結構試題，隨後填寫困難檢核表並參與半結構化訪談，以瞭解他們在回答篇章結構題目時所採用的策略。

結果顯示了三個重要的發現：首先，這三位學生在準備作答篇章結構題目方面並未獲得太多的教導和練習，在有限的教學中，最常涉及局部閱讀策略。其次，三位學生各自展現出不同的策略偏好，低程度學生傾向採用考試技巧和局部閱讀策略，而中、高程度學生則傾向於結合多種後設認知策略，以及局部和整體閱讀策略。最後，根據學生的評論，他們更容易理解那些主題熟悉且文意發展清晰的文章，豐富的上下文線索也有助於他們作答篇章結構試題。研究結果顯示，英語教師應為學生提供多樣化的策略資源，以應答篇章結構題目。		zh_TW
dc.description.abstract (摘要) The current study investigates senior high school students’ strategies of tackling DS test in the GSAT English. To fulfill this aim, a case study approach was employed to explore the problem-solving process of the students. The research recruited three Grade 12 students from three different schools, located in northern region of Taiwan. The participants were at different proficiency levels of low, average, and upper. They were required to take part in two parts of the data collection procedure. The first part included an online interview regarding their prior learning experience. The second part contained two DS tests for the participants to complete, followed by difficulty checklists and semi-structured interviews, to elicit the strategies they have used during the process of responding to DS tests.

The results reveal three major themes. First, the three students report that they do not receive much instruction on the preparation of answering the DS test. Among the limited instruction, local reading strategies are addressed most often. Second, the students demonstrate different preferences for strategy use. Particularly, the student of low proficiency level tends to adopt test-taking strategies and local reading strategies, while the students of average and upper proficiency levels incline to combine a variety of metacognitive as well as local and global reading strategies. Third, according to the students’ comments, the passage with a familiar topic and clear text patterns is easier to comprehend, and rich context clues also help them to solve the DS items. The findings suggest that English teachers should provide students with diverse resources of strategy use to solve the DS test.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
CHINESE ABSTRACT ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background and Motivation 1
Significance of the Study 4
CHAPTER TWO: LITERATURE REVIEW 5
Cloze Tests 5
Development of Cloze Tests 5
DS Test of CEEC 8
DS Item Types in Language Proficiency Tests 9
Strategy Use of Test-Takers 11
Reading Strategies and Test-Taking Strategies 11
Two Classical Methods 14
Strategy Use Employed by Students of Different Proficiency Levels 15
Characteristics of DS Test 16
Passage Features 16
Item Characteristics 18
Summary of the Review 21
CHAPTER THREE: METHODOLOGY 23
Participants 23
Data Collection 25
DS Test Papers 25
DS Test Difficulty Checklist 28
Semi-structured Interview Questions 29
Procedure of Data Collection 31
Pilot Study 33
Data Analysis 34
Content Analysis 34
CHAPTER FOUR: RESULTS & DISCUSSION 37
Online Interview on Prior Learning Experience 37
Test Results 39
Results of the Difficulty Checklist 44
Face-to-Face Interview Results 47
Strategy Use 47
Comments on the Passages and Test Items 61
CHAPTER FIVE: CONCLUSION 69
Summary of the Major Findings 69
Research Question 1: What are the prior experiences of the students in learning to answer DS test items? 69
Research Question 2: What strategies do the students use in the process of responding to DS test? 70
Research Question 3: How do the students perceive the DS tests? 71
Pedagogical Implications 72
Limitations and Suggestions for Future Research 74
REFERENCES 75
APPENDIX 85		zh_TW
dc.format.extent 1513944 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110551007en_US
dc.subject (關鍵詞) 學測英文zh_TW
dc.subject (關鍵詞) 篇章結構zh_TW
dc.subject (關鍵詞) 策略使用zh_TW
dc.subject (關鍵詞) 考試技巧zh_TW
dc.subject (關鍵詞) 後設認知策略zh_TW
dc.subject (關鍵詞) 閱讀策略zh_TW
dc.subject (關鍵詞) GSAT Englishen_US
dc.subject (關鍵詞) Discourse Structure testen_US
dc.subject (關鍵詞) Strategy useen_US
dc.subject (關鍵詞) Test-taking strategyen_US
dc.subject (關鍵詞) Metacognitive strategyen_US
dc.subject (關鍵詞) Reading strategyen_US
dc.title (題名) 高中生於學測篇章結構題型作答策略之個案分析zh_TW
dc.title (題名) A Case Study on Senior High School Students’ Strategies of Tackling Discourse Structure Test in GSATen_US
dc.type (資料類型) thesisen_US
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