學術產出-學位論文
| 題名 | 國民中學基本學力測驗英語科回沖效應研究 A study on the washback effect of the basic competence english test on junior high school students in Northern Taiwan |
| 作者 | 林銀姿 Lin, Yin Tzu |
| 貢獻者 | 尤雪瑛 Yu, Hsueh Ying 林銀姿 Lin, Yin Tzu |
| 關鍵詞 | 回沖效應 國民中學基本學力測驗英語科 學生學習 語言測驗 臺灣 washback Basic Competence English Test student learning language testing Taiwan |
| 日期 | 2009 |
| 上傳時間 | 9-十二月-2010 12:07:25 (UTC+8) |
| 摘要 | 國民中學基本學力測驗（簡稱「基測」）英語科屬高代價之語言測驗，測驗結果攸關每年三十萬左右國中畢業生的升學依據，影響層面甚廣，測驗對教學的影響即語言測驗文獻中所探討之回沖效應。 本研究旨在探討基測英語科對台灣北部地區九年級學生英語學習的回沖效應，以問卷調查台灣北部地區（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）九年級學生，從以下四個面向探討基測英語科所造成的回沖效應：（1）學生對基測英語科試題的了解及看法；（2）學生的學習目的；（3）學生的學習方式；（4）課堂活動。本研究以四個行政層級（直轄市、市、鎮、鄉）作為抽樣依據，共計發出1,490份問卷。 研究主要結果如下： 一、大多數學生了解基測英語科之題型及測驗目的。僅有半數學生認為試題簡單，進一步分析顯示，比較了解題型及目的的學生認為試題簡單。 二、學生學習目的與《國民中小學九年一貫課程綱要》英語課程目標一致。不以基測作為主要英語學習目標的學生英語成績較好。 三、學生最常從事的學習活動是聽英語歌曲、看英語影片或節目，也會學習千字表之外的字詞。大部分的學生沒有藉由參考書、參加校內課後輔導或校外補習來準備基測英語科。 四、最常見的課堂活動是老師帶唸課文或單字、文法練習，及寫測驗卷或聽老師檢討內容。相較之下，口說聽力的教學活動較少。 結果顯示基測英語科對學生的學習影響不大，但對老師的課堂教學產生負面回沖效應，進而影響學生學習。綜合研究結果，本研究建議教師應增加課堂教學活動的多樣性，減少測驗相關教材及練習，以培養學生學習英語的興趣與方法。 The effect of testing on teaching and learning is generally known as washback in the field of language testing and assessment. Despite a growing attention to the concept of washback, most washback studies focus on teachers, not on learners as test takers, who are the most important stakeholders in testing. The purpose of this study is to investigate the washback effect of the Basic Competence English Test (BCET), a high-stakes language test, on 9th-graders in northern Taiwan. The method of questionnaire survey was used to collect students’ perspectives on the following four areas: (a) perceptions of the BCET, (b) learning motivation, (c) learning activities, and (d) class activities. A convenient sample of a proportionate size was selected based on four administrative levels (i.e., national, municipal, town, and village levels) from Keelung City, Taipei City, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County. Altogether 1,490 ninth-graders from 42 classes at 22 schools were selected for the survey across northern Taiwan. The major findings of the study are as follows: 1. Most 9th-graders in northern Taiwan were aware of the BCET test format and the BCET test purpose. Nearly half of them found the BCET not to be easy. The more the students understood the BCET format, the more likely they thought that the BCET was easy. Similarly, the more the students understood the BCET purpose, the more likely they regarded the BCET as an easy test. 2. Three top motivations for the students to learn English coincide with the overall objectives of English language education in Grade 1-9 Curriculum. Students’ English achievement gets better if they do not regard the BCET as the primary goal of language learning. 3. Students’ most common learning activities include listening to English songs, watching movies/programs in English, and learning words and phrases beyond the word list of 1,000 basic English vocabularies. The BCET does not drive students to undertake the following practices: using practice books for examinations, attending cram schools, and attending self-study classes for the test at school. 4. It was common for the 9th-graders to do practice tests or mock examinations in class, and listen to their teachers explaining the test items. Instruction relating to formal aspects of English also occurred frequently in English language courses, while few aural/oral practice activities were undertaken in classroom teaching. Based on the findings of the BCET washback effects on students and teachers, this study suggests that English teachers should attempt to employ various types of classroom activities, as proposed in Grade 1-9 Curriculum, rather than relying on examination-oriented materials and practices, so as to promote learning interests and develop effective methods of learning. |
| 參考文獻 | Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13, 280-297. Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115-129. Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press. Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13, 257-279. Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill. Chang, W. (張武昌). (2003). English language education in Taiwanese junior high school: Problems and solutions [我國的國中英語教育：問題與對策]. Newsletter for Teaching the Humanities and Social Science《人文及社會學科教學通訊》, 14(2), 113-130. Chang, W. (張武昌). (2006). English language education in Taiwan: A comprehensive survey [台灣的英語教育：現況與省思]. Bimonthly Journal of Educational Resources and Research《教育資料與研究》, 69, 129-144. Chen, L. (2002). Taiwanese junior high school English teachers’ perceptions of the washback effect of the Basic Competence Test in English. Unpublished doctoral dissertation, The Ohio State University, Columbus. Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge: Cambridge University Press. Cheng, L. (2007). What does washback look like? Selected Papers from the Sixteenth International Symposium and Book Fair on English Teaching (pp. 1-6). Taipei, Taiwan: Crane. Cheng, L. (2008). Washback, impact and consequences. In E. Shohamy, & N. H. Hornberger (Eds.), Encyclopedia of language in education: Vol. 7. Language testing and assessment (2nd ed., pp. 349-364). New York : Springer-Verlag. Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng & Y. Watanabe (with A. Curtis) (Eds.), Washback in language testing: Research contexts and methods (pp. 3-17). Mahwah, NJ: Erlbaum. The Committee of the Basic Competence Test for Junior High School Students. (2007a). 2008 BCT Q&A [九十七年國民中學學生基本學力測驗Q&A]. Retrieved February 10, 2008, from http://www.bctest.ntnu.edu. tw/documents/97QA.pdf The Committee of the Basic Competence Test for Junior High School Students. (2007b). 2007 BCT Annual Report [九十六年國民中學學生基本學力測驗專輯]. Retrieved February 10, 2008, from http://www.bctest.ntnu. edu.tw/96annuals/index.html Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum. Eighty percent of junior high students going to cram schools, and big money for the cram industry [國中8成補習 補教千億商機] (2007, November 12). China Times《中國時報》, p. T1. Ferman, I. (2004). The washback of an EFL national oral matriculation test to teaching and learning. In L. Cheng & Y. Watanabe (with A. Curtis) (Eds.), Washback in language testing: Research contexts and methods (pp. 191-210). Mahwah, NJ: Erlbaum. Haladyna, T. M., Nolen, S. B., & Hass, N. S. (1991). Raising standardized achievement test scores and the origins of test score pollution. Educational Research, 20(5), 2-7. Hamp-Lyons, L. (1997). Washback, impact, and validity: Ethical concerns. Language Testing, 14, 295-303. Hamp-Lyons, L. (2000). Social, professional and individual responsibility in language testing. System, 28, 579-591. Huang, S.-C. (2004). Washback effects of the Basic Competence English Test on EFL teaching in junior high school in Taiwan. Unpublished master thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan. Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press. Lin, S.-H. (林世華) (2001). The development plan of the Basic Competence Test for Junior High School Students [跨世紀的測驗發展計畫～國民中學學生基本學力測驗發展計畫]. BCT Newsletter《飛揚通訊》, 1, 14-16. Retrieved April 6, 2007, from http://www.bctest.ntnu. edu.tw/betweenus1-2.htm/ Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum. Madaus, G. F. (1988). The influence of testing on the curriculum. In L. N. Tanner (Ed.), Critical issues in curriculum: Eighty-seventh yearbook of the National Society for the Study of Education, Part I (pp. 83-121). Chicago: University of Chicago Press. Messick, S. (1996). Validity and washback in language testing. Language Testing, 13, 241-256. Ministry of Education (MOE). (2003a). General guidelines of grade 1-9 curriculum of elementary and junior high school education [國民中小學九年一貫課程綱要]. Taipei, Taiwan: Author. MOE. (2003b). Basic English 1,000-word list for elementary and junior high education [國民中小學最基本一千字詞]. Retrieved September 7, 2007, from http://teach.eje.edu.tw/9CC/ declare/content.php?ID=136 MOE. (2008). Statistics for junior high schools in school year 2007-2008 [九十六學年度國民中學校別資料]. Retrieved March 11, 2008, from http://www.edu. tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/96/basek/xls MOE. (2009). Statistics for junior high schools in school year 2008-2009 [九十七學年度國民中學校別資料]. Retrieved March 9, 2009, from http://www.edu.tw/ statistics/content.aspx?site_content_sn=%2018421 Qi, L. (2005). Stakeholders’ conflicting aims undermine the washback function of a high-stakes test. Language Testing, 22, 142-173. Qi, L. (2007). Is testing an efficient agent for pedagogical change? Examining the intended washback of the writing task in a high-stakes English test in China. Assessment in Education, 14, 51-74. Shohamy, E. (1992). Beyond proficiency testing: A diagnostic feedback testing model of assessing foreign language learning. The Modern Language Journal, 76, 513-521. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Harlow, UK: Longman/Pearson. Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language Testing, 13, 298-317. Spolsky, B. (1995). The examination-classroom backwash cycle: Some historical cases. In D. Nunan, R. Berry & V. Berry (Eds.), Bringing about change in language education (pp. 55-66). Hong Kong: University of Hong Kong. Swain, M. (1985). Large-scale communicative language testing: A case study. In Y. P. Lee, A. C. Y. Y. Fok, R. Lord & G. Low (Eds.), New directions in language testing (pp. 35-46). Oxford: Pergamon. Wall, D. (1997). Impact and washback in language testing. In C. Clapham, & D. Corson (Eds.), Encyclopedia of language in education: Vol. 7. Language testing and assessment (pp. 291-302). Dordrecht, the Netherlands: Kluwer Academic. Wall, D. (2000). The impact of high-stakes testing on teaching and learning: Can this be predicted or controlled? System, 28, 499-509. Wall, D., & Alderson, J. C. (1993). Examining washback: The Sri Lankan impact study. Language Testing, 10, 41-69. Watanabe, Y. (1996). Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing, 13, 318-333. Watanabe, Y. (2004). Teacher factors mediating washback. In L. Cheng & Y. Watanabe (with A. Curtis) (Eds.), Washback in language testing: Research contexts and methods (pp. 129-146). Mahwah, NJ: Erlbaum. Wu, H.-F., & Chang, J.-R. (吳信鳳、張鑑如) (2005). A national survey of Taiwanese elementary and junior high school students on initial age of English instruction and later English and Chinese achievement [提早於幼兒階段學習英語與後續英語、國語成就與能力之相關研究] (Research project commissioned by the MOE). Taipei, Taiwan: MOE. Yu, M.-N., Lai, T.-L., & Liu, Y.-J. (余民寧、賴姿伶、劉育如) (2004). Students’ perspectives on the effectiveness of the Basic Competency Test for Junior High School Students [國中基本學力測驗實施成效之初步調查：學生的觀點]. Journal of Education & Psychology《教育與心理研究》, 27, 457-481. Yu, M.-N., Lai, T.-L., & Liu, Y.-J. (余民寧、賴姿伶、劉育如) (2005). Schools’ perspectives on the effectiveness of the Basic Competency Test for Junior High School Students [國中基本學力測驗實施成效之初步調查――學校的觀點]. Journal of Education & Psychology《教育與心理研究》, 28, 193-217. |
| 描述 | 碩士 國立政治大學 英國語文學研究所 93551016 98 |
| 資料來源 | http://thesis.lib.nccu.edu.tw/record/#G0935510161 |
| 資料類型 | thesis |
| dc.contributor.advisor | 尤雪瑛 | zh_TW |
| dc.contributor.advisor | Yu, Hsueh Ying | en_US |
| dc.contributor.author (作者) | 林銀姿 | zh_TW |
| dc.contributor.author (作者) | Lin, Yin Tzu | en_US |
| dc.creator (作者) | 林銀姿 | zh_TW |
| dc.creator (作者) | Lin, Yin Tzu | en_US |
| dc.date (日期) | 2009 | en_US |
| dc.date.accessioned | 9-十二月-2010 12:07:25 (UTC+8) | - |
| dc.date.available | 9-十二月-2010 12:07:25 (UTC+8) | - |
| dc.date.issued (上傳時間) | 9-十二月-2010 12:07:25 (UTC+8) | - |
| dc.identifier (其他 識別碼) | G0935510161 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/49887 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 93551016 | zh_TW |
| dc.description (描述) | 98 | zh_TW |
| dc.description.abstract (摘要) | 國民中學基本學力測驗（簡稱「基測」）英語科屬高代價之語言測驗，測驗結果攸關每年三十萬左右國中畢業生的升學依據，影響層面甚廣，測驗對教學的影響即語言測驗文獻中所探討之回沖效應。 本研究旨在探討基測英語科對台灣北部地區九年級學生英語學習的回沖效應，以問卷調查台灣北部地區（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）九年級學生，從以下四個面向探討基測英語科所造成的回沖效應：（1）學生對基測英語科試題的了解及看法；（2）學生的學習目的；（3）學生的學習方式；（4）課堂活動。本研究以四個行政層級（直轄市、市、鎮、鄉）作為抽樣依據，共計發出1,490份問卷。 研究主要結果如下： 一、大多數學生了解基測英語科之題型及測驗目的。僅有半數學生認為試題簡單，進一步分析顯示，比較了解題型及目的的學生認為試題簡單。 二、學生學習目的與《國民中小學九年一貫課程綱要》英語課程目標一致。不以基測作為主要英語學習目標的學生英語成績較好。 三、學生最常從事的學習活動是聽英語歌曲、看英語影片或節目，也會學習千字表之外的字詞。大部分的學生沒有藉由參考書、參加校內課後輔導或校外補習來準備基測英語科。 四、最常見的課堂活動是老師帶唸課文或單字、文法練習，及寫測驗卷或聽老師檢討內容。相較之下，口說聽力的教學活動較少。 結果顯示基測英語科對學生的學習影響不大，但對老師的課堂教學產生負面回沖效應，進而影響學生學習。綜合研究結果，本研究建議教師應增加課堂教學活動的多樣性，減少測驗相關教材及練習，以培養學生學習英語的興趣與方法。 | zh_TW |
| dc.description.abstract (摘要) | The effect of testing on teaching and learning is generally known as washback in the field of language testing and assessment. Despite a growing attention to the concept of washback, most washback studies focus on teachers, not on learners as test takers, who are the most important stakeholders in testing. The purpose of this study is to investigate the washback effect of the Basic Competence English Test (BCET), a high-stakes language test, on 9th-graders in northern Taiwan. The method of questionnaire survey was used to collect students’ perspectives on the following four areas: (a) perceptions of the BCET, (b) learning motivation, (c) learning activities, and (d) class activities. A convenient sample of a proportionate size was selected based on four administrative levels (i.e., national, municipal, town, and village levels) from Keelung City, Taipei City, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County. Altogether 1,490 ninth-graders from 42 classes at 22 schools were selected for the survey across northern Taiwan. The major findings of the study are as follows: 1. Most 9th-graders in northern Taiwan were aware of the BCET test format and the BCET test purpose. Nearly half of them found the BCET not to be easy. The more the students understood the BCET format, the more likely they thought that the BCET was easy. Similarly, the more the students understood the BCET purpose, the more likely they regarded the BCET as an easy test. 2. Three top motivations for the students to learn English coincide with the overall objectives of English language education in Grade 1-9 Curriculum. Students’ English achievement gets better if they do not regard the BCET as the primary goal of language learning. 3. Students’ most common learning activities include listening to English songs, watching movies/programs in English, and learning words and phrases beyond the word list of 1,000 basic English vocabularies. The BCET does not drive students to undertake the following practices: using practice books for examinations, attending cram schools, and attending self-study classes for the test at school. 4. It was common for the 9th-graders to do practice tests or mock examinations in class, and listen to their teachers explaining the test items. Instruction relating to formal aspects of English also occurred frequently in English language courses, while few aural/oral practice activities were undertaken in classroom teaching. Based on the findings of the BCET washback effects on students and teachers, this study suggests that English teachers should attempt to employ various types of classroom activities, as proposed in Grade 1-9 Curriculum, rather than relying on examination-oriented materials and practices, so as to promote learning interests and develop effective methods of learning. | en_US |
| dc.description.tableofcontents | Acknowledgments iii Table of Contents iv List of Tables and Figures viii Chinese abstract x English abstract xii CHAPTER 1 INTRODUCTION 1 Context of the Study 7 English Language Education in Taiwan 7 The Basic Competence Test (BCT) for Junior High School Students 9 The Basic Competence English Test (BCET) for Junior High School Students 10 Purpose of the Study 11 Significance of the Study 12 CHAPTER 2 LITERATURE REVIEW 13 The Nature of Washback: Positive vs. Negative 13 Negative Washback 13 Positive Washback 16 The Nature of Washback and Context 19 The Washback Mechanism 20 Alderson and Wall’s Washback Hypothesis 20 The Hughes Trichotomy Framework 22 Bailey’s Model of Washback 23 Studies on BCET and BCT Washback 25 CHAPTER 3 METHODOLOGY 29 Selection of the Participants 29 Instruments 31 Content of the Questionnaire 32 Reliability and Validity 34 Data Collection Procedures 36 Data Analysis 38 CHAPTER 4 RESULTS AND DISCUSSION 40 Students’ Characteristics and Their Learning Contexts 41 Students’ Perceptions of the BCET 44 Perceptions of the BCET Test Difficulty and Test Format 45 Perceptions of the BCET Test Purpose 46 Perceptions of the BCET Test Difficulty in Relation to Understanding the BCET Test Format and Test Purpose 47 Summary on Students’ Perceptions of the BCET 49 Students’ Motivation to Learn English 51 Perceptions of the Importance of Learning English 53 Motivation in Relation to Grade 1-9 Curriculum 55 Motivations that Students Find Less Strong 57 Summary on Student Motivation 61 Students’ Learning Activities 62 Learning Activities that are Less Directly Related to the BCET 63 Learning Activities that are More Directly Related to the BCET 66 Summary on Students’ Learning Activities 71 Students’ Perceptions of Class Activities 72 Common Classroom Activities in 9th-Grade English Language Courses 74 Classroom Activities Used Occasionally in 9th-Grade English Language Courses 76 Classroom Activities Rarely Used in 9th-Grade English Language Courses 79 CHAPTER 5 CONCLUSIONS 83 Summary of the Findings 83 Implications of the Study 87 Limitations of the Study 89 Suggestions for Future Research 90 REFERENCES 91 APPENDICES 98 A. List of Selected Schools and Number of Classes 98 B. Questionnaire 101 | zh_TW |
| dc.format.extent | 1165438 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0935510161 | en_US |
| dc.subject (關鍵詞) | 回沖效應 | zh_TW |
| dc.subject (關鍵詞) | 國民中學基本學力測驗英語科 | zh_TW |
| dc.subject (關鍵詞) | 學生學習 | zh_TW |
| dc.subject (關鍵詞) | 語言測驗 | zh_TW |
| dc.subject (關鍵詞) | 臺灣 | zh_TW |
| dc.subject (關鍵詞) | washback | en_US |
| dc.subject (關鍵詞) | Basic Competence English Test | en_US |
| dc.subject (關鍵詞) | student learning | en_US |
| dc.subject (關鍵詞) | language testing | en_US |
| dc.subject (關鍵詞) | Taiwan | en_US |
| dc.title (題名) | 國民中學基本學力測驗英語科回沖效應研究 | zh_TW |
| dc.title (題名) | A study on the washback effect of the basic competence english test on junior high school students in Northern Taiwan | en_US |
| dc.type (資料類型) | thesis | en |
| dc.relation.reference (參考文獻) | Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13, 280-297. | zh_TW |
| dc.relation.reference (參考文獻) | Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115-129. | zh_TW |
| dc.relation.reference (參考文獻) | Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press. | zh_TW |
| dc.relation.reference (參考文獻) | Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13, 257-279. | zh_TW |
| dc.relation.reference (參考文獻) | Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment. New York: McGraw-Hill. | zh_TW |
| dc.relation.reference (參考文獻) | Chang, W. (張武昌). (2003). English language education in Taiwanese junior high school: Problems and solutions [我國的國中英語教育：問題與對策]. Newsletter for Teaching the Humanities and Social Science《人文及社會學科教學通訊》, 14(2), 113-130. | zh_TW |
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