1. NCCU Academic Hub
  2. Publications
  3. College of Social Science
  4. 學位論文
  5. Item

Publications-學位論文

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 台灣公務人員採用英語標準化測驗為評量機制之研究:從2002到2010年
English language proficiency testing policy in Taiwan`s civil service from 2002 to 2010
作者 霍力
貢獻者 游雪瑛
霍力
關鍵詞 英語標準化測驗
政策
公務人員
testing policy
English language
Civil Service
Taiwan
日期 2010
上傳時間 5-Oct-2011 14:56:25 (UTC+8)
摘要 The concern over test consequence has inspired research into the wider impact of language tests and testing policies, but few studies have examined this subject in the context of Taiwan. With the goal of enhancing Taiwan’s global competitiveness by upgrading manpower quality, the central government implemented a 2002 policy to develop the English proficiency of civil servants by recognizing passing marks on approved English language proficiency tests as a promotion criterion. This thesis reports on a research study that adopted a multi-method approach to assess the testing policy’s impact on test-takers and analyze the rationale and consequences of revisions to the policy that were implemented between 2002 and the 2011. A survey of 282 civil servants working in the banking, economics, and finance sectors yielded data about the participants’ self-assessment of their English proficiency and workplace need for the language, English study and test-taking experience, impressions of English proficiency tests, and assessment of the effectiveness of the testing policy. Statistical analysis of the test impression and policy effectiveness data revealed significant correlation between positive assessments of the policy’s impact and the perceived fairness of the testing policy, the policy’s influence on motivation to study English, and the participants’ intrinsic interest in improving their English. Interviews with officials involved in formulating and implementing the testing policy and a review of government documents related to the policy provided data that were incorporated into the Geelhoed-Schouwstra policy analysis framework and facilitated the identification of factors that influenced the outcomes of the testing policy. The results of this study of an English language testing policy help to clarify who the test-takers and test users are, how and why tests are being used, and what the consequences of test use are.
參考文獻 Alderson, J.C. (2007). The CEFR and the need for more research. Modern Language
Journal 91(4), 659-663.
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics 14(2), 115-
129.
Bachman, L. (2005). Building and supporting a case for test use. Language Assessment
Quarterly 2(1), 1-34.
---. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Baldauf Jr., R.B. et al. (2007). Successes and failures in language planning for European
languages in Asian Nations. Paper presented at 5th Nitobe Symposium, Tokyo.
Bandura, A. (1989). Self-regulation of motivation and action through internal standards and
goal systems. In A. Pervin, Goal concepts in personality and social psychology
(pp. 19-85). Hillsdale, NJ: Lawrence Erlbaum Associates.
---. (1991). Self-regulation of motivation through anticipatory and self-reactive
mechanisms. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation 1990: Perspectives on motivation (pp. 69-164). Lincoln: University of Nebraska Press.
Boggs, D. L. (1981). Philosophies at issue. In B.W. Kreitlow (Ed.), Examining controversies in
adult education. San Francisco: Jossey-Bass.
Business Language Testing Service (BULATS). (2011). BULATS.
http://www.bulats.org/Bulats/Overview.html.
Byrnes, H. (2007). Developing national language education policies: Reflections of the
CEFR. Modern Language Journal 91(4), 679-685.
Chalhoub-Deville, M. (2009). The intersection of test impact, validation, and
educational reform policy. Annual Review of Applied Linguistics 29, 118-131.
Chen, J., Warden, C., & Chang, H.T. (2005). Motivators that do not motivate:
The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly 39(4), 609-633.
Cheng, L. (2010). The history of examinations: Why, how, what and whom to
select? In Liying Cheng and Andy Curtis (Eds.), English language assessment and the Chinese learner (pp. 13-25). New York: Routledge.
Clement, R., Gardner, R.C., & Smythe, P.C. (1980). Social and individual factors in second
language acquisition. Canadian Journal of Behavioural Science 12, 293-302.
Cooper, R.L. (1989). Language planning and social change. Cambridge: Cambridge
University Press.
Council of Europe. (2001). Common European Framework of Reference for Languages:
learning, teaching, and assessment. Cambridge: Cambridge University Press.
---. (2009). Relating language examinations to the Common European Framework of References
for Languages: Learning, teaching, assessment: A Manual. Strasbourg: Council of Europe.
Cropley, A. (1980). Lifelong learning and systems of education: an overview. In A. Cropley
(Ed.), Towards a system of lifelong education: Some practical considerations. Oxford, Pergamon Press.
Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum.
Dörnyei, Z. & Otto I. (1998). Motivation in action: A process model of L2 motivation. In
Working papers in applied linguistics 4. London: Thames Valley University.
Educational Testing Service (ETS). (2007) TOEIC examinee handbook. Princeton: Educational
Testing Service.
---. (2011a). TOEFL iBT test content. http://www.ets.org/toefl/ibt/about/content/.
---. (2011b). TOEIC home. http://www.ets.org/toeic.
---. (2011c). 2010 Taiwan TOEIC results report. http://www.toeic.com.tw/file/11063020.pdf.
Entwhistle, N. (1987). Motivation to learn: conceptualizations and practicalities. British
Journal of Educational Studies 35(2), 129-148.
Fulcher, G. (2005). Deluded by artifices? The Common European Framework and
harmonization. Language Assessment Quarterly 1(4), 253-266.
Fulcher, G. & Davidson, F. (2007). Language testing and assessment; An
advanced resource book. Oxford: Routledge.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes
and motivation. London: Edward Arnold.
Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning.
Rowley, MA: Newbury.
Gardner, R.C. & McIntyre, P.D. (1991). A instrumental motivation in language study: Who
says it isn’t effective? Studies in Second Language Acquisition 13, 57-72.
Hamp-Lyons, L. (2000). Fairness in language testing. In A.J. Kunnan (Ed.), Studies in Language
Testing: Fairness and validation in language assessment. Cambridge: Cambridge University Press.
Harlen, W., & Crick, R.D. (2003). Testing and motivation for learning. Assessment in Education
10(2), 169-203.
Hawkey, R. (2006). Studies in Language Testing 24: Impact theory and practice.
Cambridge: Cambridge University Press.
Hsu, H.F. (2009). The impact of implementing English proficiency tests as a graduation
requirement at Taiwanese universities of technology. (Doctoral dissertation, University of
York). Retrieved from etheses.whiterose.ac.uk/576/1/PhD_thesis.pdf.
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
Hughes, C. & Tight, M. (1995). The myth of the learning society. British Journal of
Educational Studies 43(3), 290-304.
Hyatt, D. & Brooks, G. (2009). Investigating stakeholders’ perceptions of IELTS as an entry
requirement for higher education in the UK. In IELTS Research Reports Volume 10.
London: IELTS Australia and British Council.
International English Language Testing Service (IELTS). (2009). Guide for stakeholders.
Cambridge: Cambridge ESOL Examinations.
www.ielts.org/PDF/IELTS Guide for Stakeholders March 2009.pdf.
Jones, N. (2009). A comparative approach to constructing a multilingual proficiency
framework: Constraining the role of standard setting. Cambridge ESOL Research Notes 3, 6-9.
Jones, N. & Saville, N. (2009). European Language Policy: Assessment, learning, and the
CEFR. Annual Review of Applied Linguistics 29, 51-63.
Kellaghan, T., Madaus, G, & Raczek, A. (1996). The use of external examinations to improve
student motivation. Washington, DC: AERA.
Khalifa, H. & French, A. (2008). Aligning Cambridge ESOL Examinations to the
CEFR: Issues and practice. Paper presented at 34th Annual Conference, International Association for Educational Assessment.
Knowles, M.S. (1980). The modern practice of adult education. New York: The Adult Education
Company.
Kunnan, A.J. (2005). “Language assessment from a wider context. In Eli Hinkel (Ed.),
Handbook of research in second language teaching and learning. London: Lawrence
Erlbaum Associates.
Kunnan, A. J. & Wu, J. (2009). Language Training and Training Center, Taiwan: Past,
present and future. In L. Cheng & A. Curtis (Ed.), Language Assessment for Chinese
Learners (pp. 77-91). Philadelphia, PA: Routledge.
Language Training and Testing Center (LTTC). (2009). 2009 annual report.
http://www.lttc.ntu.edu.tw/Annualreportfiles/2009annualreport.pdf.
---. (2011a). Foreign Language Proficiency Test.
http://www.lttc.ntu.edu.tw/flpt/Foreign_version/FLPTe.htm.
---. (2011b). Language Testing. http://www.lttc.ntu.edu.tw/E_LTTC/languagetesting.htm.
---. (2011c). GEPT-CEFR alignment.
http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/alignment.htm.
---. (2011d). GEPT level descriptors: Superior.
http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/superior.htm.
Little, D. (2007). The Common European Framework of reference for languages:
Perspectives on the making of supranational policy. Modern Language Journal 91(4), 645-655.
McNamara, T., and Roever, C. (2006). Language testing: The social dimension. Oxford:
Blackwell Publishing.
Medel-Añonuevo, C., Ohsako, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21st
century. New York: UNESCO Institute for Education.
Messick, S. (1989). Validity,” In R.L. Linn (Ed.), Educational Measurement (pp. 13-103). New
York: Macmillan/American Council on Education.
North, B. (2006). The Common European Framework of Reference: Development,
theoretical, and practical issues. Paper presented at the Osaka University of Foreign
Studies, March 5, 2006.
---. (2007). The CEFR illustrative descriptor scales. Modern Language Journal 91(4), 656-659.
Norton Pierce, B. (1995). Social identity, investment, and language learning. TESOL
Quarterly 29(1), 9-32.
Powers, D.E., Kim, H.J. & Weng, V. (2008). The redesigned TOEIC (Listening and
Reading) Test: Relations to test-taker perceptions of proficiency in English. Princeton:
Educational Testing Service.
Ross, S.J. (2008). Language testing in Asia: Evolution, innovation, and policy changes.
Language Testing 25(1), 5-13.
Saville, N. (2003). The process of test development and revision within Cambridge EFL. In C.
Weir & M. Milanovic (Eds.), Continuity and innovation: Revising the Cambridge
Proficiency in English Examination 1913-2002. Cambridge: Cambridge
ESOL/Cambridge University Press.
Schouwstra, M. & Ellman, M. (2006). A new explanatory model for policy
analysis and evaluation. Tinbergen Institute Discussion Paper. Amsterdam: Tinbergen
Institute.
Shohamy, E. (1982). Affective considerations in language testing. The Modern
Language Journal 66(1), 13-17.
Shohamy, E. (2000). The social responsibility of language testers. In R. Cooper, E. Shohamy,
& J. Walters (Eds.), New perspectives in educational language policy. Philadelphia: John Benjamins Publishing.
Shohamy, E. (2001). The power of tests. A critical perspective on the uses of language
tests. Harlow, Essex: Pearson Education.
Shohamy, E. (2008). Language policy and language assessment: The relationship.
Language Planning 9(3), 363-373.
Sloane, F.C. & Kelly, A.E. (2003). Issues in high-stakes testing programs. Theory into Practice
42(1), 12-17.
Spolsky, B. (1995). Measured Words: The development of objective language testing. Oxford:
Oxford University Press.
Suen, H.K. & Yu, L. (2006). Chronic consequences of high-stakes testing? Lessons
from the Chinese civil service exam. Comparative Education Review 50(1), 46-65.
Taiwan Central Personnel Administration. (2005) English examination promotion scoring
table. http://www.ejob.gov.tw/official/english.htm.
---. (2009). Statistics: Analysis of Public Servants Manpower (Executive Yuan and Subordinate
Administrative Agencies and Schools, 2009 2nd Quarter)
http://www.cpa.gov.tw/%5C/ct.asp?xItem=7276&ctNode=321&mp=10.
Taiwan Executive Yuan. (2005) Action plan for creating English-friendly living environment.
http://www.i-
taiwan.nat.gov.tw/en/index.php?option=com_content&view=article&id=142:action-
plan&catid=31:creating-an-english-friendly-living-environment&Itemid=91.
Taiwan Government Information Office. (2005). Challenge 2008: The six-year national
development plan. http://www.gio-gov.tw/taiwan-website/4-
oa/20020521/2002052101.htm.
Taiwan Ministry of Civil Service. (2008). Civil Service Employment Act.
http://www.mocs.gov.tw/english/英譯法規/任用法_英_-修3.pdf.
----. (n.d.) Introduction to the civil service legal system of Republic of China.
http://www.mocs.gov.tw/english/ls.asp.
Taiwan Ministry of Education. (n.d.) ROC (Taiwan) students in the U.S.A. (1950-2004).
http://english.moe.gov.tw/public/Data/72817222271.jpg.
---. (2005). E-generation national manpower cultivation plan.
http://english.moe.gov.tw/ct.asp?xItem=7043&ctNode=784&mp=3#I.
Taiwan Ministry of Examination. (2008) English to be required as common subject on civil
service examinations. http://www.moex.gov.tw.
Taylor, L. (2004). IELTS, Cambridge ESOL examinations and the common European
framework. Cambridge ESOL Research Notes 18, 2-3.
---. (2005). Washback and impact. ELT Journal 59(2), 154-155.
Tight, M. (1998) Lifelong learning: Opportunity or compulsion? British Journal of
Educational Studies 46(3), 251-63.
Tremblay, P.F. & Gardner, R.C. (1995). Expanding the motivation construct in
language learning. Modern Language Journal 79, 505-18.
Wall, D. (2005). Studies in Language Testing 22: The impact of high-stakes
examinations on classroom teaching. Cambridge: Cambridge University Press.
Weir, C. (2005). Language testing and validation; An evidence-based approach. New
York: Palgrave and Macmillan.
---. (2005). Limitations of the Common European Framework for developing
comparable examinations and tests. Language Testing 22, 281.
Wu, J.R.W. & Wu, R.Y.F. (2010). Relating the GEPT comprehension tests to the
CEFR. Studies in Language Testing 33: Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual. Cambridge: Cambridge University Press.
描述 碩士
國立政治大學
亞太研究英語碩士學位學程(IMAS)
97924012
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097924012
資料類型 thesis
dc.contributor.advisor 游雪瑛zh_TW
dc.contributor.author (Authors) 霍力zh_TW
dc.creator (作者) 霍力zh_TW
dc.date (日期) 2010en_US
dc.date.accessioned 5-Oct-2011 14:56:25 (UTC+8)-
dc.date.available 5-Oct-2011 14:56:25 (UTC+8)-
dc.date.issued (上傳時間) 5-Oct-2011 14:56:25 (UTC+8)-
dc.identifier (Other Identifiers) G0097924012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/51457-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 亞太研究英語碩士學位學程(IMAS)zh_TW
dc.description (描述) 97924012zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) The concern over test consequence has inspired research into the wider impact of language tests and testing policies, but few studies have examined this subject in the context of Taiwan. With the goal of enhancing Taiwan’s global competitiveness by upgrading manpower quality, the central government implemented a 2002 policy to develop the English proficiency of civil servants by recognizing passing marks on approved English language proficiency tests as a promotion criterion. This thesis reports on a research study that adopted a multi-method approach to assess the testing policy’s impact on test-takers and analyze the rationale and consequences of revisions to the policy that were implemented between 2002 and the 2011. A survey of 282 civil servants working in the banking, economics, and finance sectors yielded data about the participants’ self-assessment of their English proficiency and workplace need for the language, English study and test-taking experience, impressions of English proficiency tests, and assessment of the effectiveness of the testing policy. Statistical analysis of the test impression and policy effectiveness data revealed significant correlation between positive assessments of the policy’s impact and the perceived fairness of the testing policy, the policy’s influence on motivation to study English, and the participants’ intrinsic interest in improving their English. Interviews with officials involved in formulating and implementing the testing policy and a review of government documents related to the policy provided data that were incorporated into the Geelhoed-Schouwstra policy analysis framework and facilitated the identification of factors that influenced the outcomes of the testing policy. The results of this study of an English language testing policy help to clarify who the test-takers and test users are, how and why tests are being used, and what the consequences of test use are.en_US
dc.description.tableofcontents Abstract 2
List of Tables 7
List of Figures 7
Acknowledgement 8
Chapter 1: Introduction 9
Context and Purpose of the Study 9
Research Questions and Hypotheses 10
Research Methodology 12
Significance of the Research 12
Thesis Organization 13
Chapter 2: Taiwan Research Context and Background 15
Context 15
Critical language testing and ethical testing 15
The English language in Taiwan 19
Civil service in Taiwan 24
Background 29
Challenge 2008 29
Tests recognized by the government 34
TOEFL 35
TOEIC 37
IELTS 39
BULATS 41
FLPT 43
GEPT 44
Conclusion 46
Chapter 3: Literature Review 48
History of Civil Service Exams 49
Language Policies and Testing 52
Policy analysis framework 52
Language policies 53
CEFR 57
Language testing policies in Asia and Taiwan 62
Test Use and Consequence 64
Language test use 64
Consequential validity 66
Assessment use arguments 69
Washback and impact 71
Testing and Motivation for Learning 73
Lifelong learning and adult education 73
Motivation: Learning and testing 76
Motivation in English learning and testing in Taiwan 81
Conclusion 83
Chapter 4: Methodology 85
Questionnaire 87
Stages of questionnaire research 87
Development 87
Handling 89
Statistics 90
Content 90
Demographics 90
English language 92
Self-assessment of English ability 92
Importance of English for work 92
Importance of English for work: Qualitative comments 93
Testing experience 93
English study 94
Test impression 94
Policy effectiveness 95
Interviews 96
Online government publications and internal documents 99
Extended Geelhoed-Schouwstra (G-S) Policy Analysis Framework 100
Conclusion 105
Chapter 5: Results and Discussion 107
Questionnaire 107
Demographics 107
English language 110
Self-assessed English ability 111
Importance of English 112
Overall averages: Self-assessed English and importance of English 114
Test experience 115
English study 122
Test impression 123
Qualitative results 126
Policy effectiveness 129
Analysis of correlation among test impression and policy
effectiveness variables 132
Policy Analysis 135
Interview results 135
Research, Development, and Evaluation Commission 135
Examination Yuan 136
Central Personnel Administration 137
Ministry of Education 138
Central Bank of China (Taiwan), Ministry of Economic Affairs,
and Ministry of Finance 139
Stages of the policy cycle 141
Goals 141
Objectives 142
Methods/Instruments 143
Activities 144
Performances 145
Evaluation 147
Extended G-S policy analysis framework 149
Conceptual framework 149
Institutional framework 150
Political setting 152
Social setting 153
Economic setting 154
Institutional setting 155
Conclusion 157
Chapter 6: Conclusion 158
General Aims of the Study 158
Implications of the Study 158
Limitations of the Study 163
Future Research Directions 165
References 167
Appendices
Appendix A: Common European Frame of Reference, Common
Reference Levels: Global Scale 173
Appendix B: Civil Service English Examination Scoring Table 174
Appendix C: Questionnaire: Chinese Version 175
Appendix D: Questionnaire: English Version 179
Appendix E: Interview Questions 183
Appendix F: Questionnaire Results 186
Appendix G: Pearson Correlation Among Test Impression and Policy
Effectiveness Variables 198
Appendix H: Ministry of Economic Affairs, December 2010 English
Proficiency Test Data 199



List of Tables
Table 1: Taiwan Civil Servants Manpower Statistics 27
Table 2: Interviews: Subjects and Schedule 98
Table 3: Participant Demographics 109
Table 4: Test Impression Results 124
Table 5: Summary of Participants’ Comments on English Testing Policy 127
Table 6: Policy Effectiveness Results 130
Table 7: Pairs of Variables with Significant Pearson (r) Correlation >.300 133

List of Figures
Figure 1: The relationship among agencies responsible for managing the civil service 26
Figure 2: Taiwanese civil service English proficiency testing policy timeline 31
Figure 3: Stages of questionnaire research 87
Figure 4: The extended Geelhoed-Schouwstra framework of policy analysis 101
Figure 5: Comparing self-assessed English with importance of English by
language skill 111
Figure 6: Overall averages: Self-assessed English and Importance of English 114
Figure 7: Tests taken by participants and grouped by test developer 117
Figure 8: Participants’ CEFR levels based on self-reported test score 121
Figure 9: Participants’ study of English 123		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097924012en_US
dc.subject (關鍵詞) 英語標準化測驗zh_TW
dc.subject (關鍵詞) 政策zh_TW
dc.subject (關鍵詞) 公務人員zh_TW
dc.subject (關鍵詞) testing policyen_US
dc.subject (關鍵詞) English languageen_US
dc.subject (關鍵詞) Civil Serviceen_US
dc.subject (關鍵詞) Taiwanen_US
dc.title (題名) 台灣公務人員採用英語標準化測驗為評量機制之研究:從2002到2010年zh_TW
dc.title (題名) English language proficiency testing policy in Taiwan`s civil service from 2002 to 2010en_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Alderson, J.C. (2007). The CEFR and the need for more research. Modern Languagezh_TW
dc.relation.reference (參考文獻) Journal 91(4), 659-663.zh_TW
dc.relation.reference (參考文獻) Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics 14(2), 115-zh_TW
dc.relation.reference (參考文獻) 129.zh_TW
dc.relation.reference (參考文獻) Bachman, L. (2005). Building and supporting a case for test use. Language Assessmentzh_TW
dc.relation.reference (參考文獻) Quarterly 2(1), 1-34.zh_TW
dc.relation.reference (參考文獻) ---. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Baldauf Jr., R.B. et al. (2007). Successes and failures in language planning for Europeanzh_TW
dc.relation.reference (參考文獻) languages in Asian Nations. Paper presented at 5th Nitobe Symposium, Tokyo.zh_TW
dc.relation.reference (參考文獻) Bandura, A. (1989). Self-regulation of motivation and action through internal standards andzh_TW
dc.relation.reference (參考文獻) goal systems. In A. Pervin, Goal concepts in personality and social psychologyzh_TW
dc.relation.reference (參考文獻) (pp. 19-85). Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) ---. (1991). Self-regulation of motivation through anticipatory and self-reactivezh_TW
dc.relation.reference (參考文獻) mechanisms. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation 1990: Perspectives on motivation (pp. 69-164). Lincoln: University of Nebraska Press.zh_TW
dc.relation.reference (參考文獻) Boggs, D. L. (1981). Philosophies at issue. In B.W. Kreitlow (Ed.), Examining controversies inzh_TW
dc.relation.reference (參考文獻) adult education. San Francisco: Jossey-Bass.zh_TW
dc.relation.reference (參考文獻) Business Language Testing Service (BULATS). (2011). BULATS.zh_TW
dc.relation.reference (參考文獻) http://www.bulats.org/Bulats/Overview.html.zh_TW
dc.relation.reference (參考文獻) Byrnes, H. (2007). Developing national language education policies: Reflections of thezh_TW
dc.relation.reference (參考文獻) CEFR. Modern Language Journal 91(4), 679-685.zh_TW
dc.relation.reference (參考文獻) Chalhoub-Deville, M. (2009). The intersection of test impact, validation, andzh_TW
dc.relation.reference (參考文獻) educational reform policy. Annual Review of Applied Linguistics 29, 118-131.zh_TW
dc.relation.reference (參考文獻) Chen, J., Warden, C., & Chang, H.T. (2005). Motivators that do not motivate:zh_TW
dc.relation.reference (參考文獻) The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly 39(4), 609-633.zh_TW
dc.relation.reference (參考文獻) Cheng, L. (2010). The history of examinations: Why, how, what and whom tozh_TW
dc.relation.reference (參考文獻) select? In Liying Cheng and Andy Curtis (Eds.), English language assessment and the Chinese learner (pp. 13-25). New York: Routledge.zh_TW
dc.relation.reference (參考文獻) Clement, R., Gardner, R.C., & Smythe, P.C. (1980). Social and individual factors in secondzh_TW
dc.relation.reference (參考文獻) language acquisition. Canadian Journal of Behavioural Science 12, 293-302.zh_TW
dc.relation.reference (參考文獻) Cooper, R.L. (1989). Language planning and social change. Cambridge: Cambridgezh_TW
dc.relation.reference (參考文獻) University Press.zh_TW
dc.relation.reference (參考文獻) Council of Europe. (2001). Common European Framework of Reference for Languages:zh_TW
dc.relation.reference (參考文獻) learning, teaching, and assessment. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) ---. (2009). Relating language examinations to the Common European Framework of Referenceszh_TW
dc.relation.reference (參考文獻) for Languages: Learning, teaching, assessment: A Manual. Strasbourg: Council of Europe.zh_TW
dc.relation.reference (參考文獻) Cropley, A. (1980). Lifelong learning and systems of education: an overview. In A. Cropleyzh_TW
dc.relation.reference (參考文獻) (Ed.), Towards a system of lifelong education: Some practical considerations. Oxford, Pergamon Press.zh_TW
dc.relation.reference (參考文獻) Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination inzh_TW
dc.relation.reference (參考文獻) human behavior. New York: Plenum.zh_TW
dc.relation.reference (參考文獻) Dörnyei, Z. & Otto I. (1998). Motivation in action: A process model of L2 motivation. Inzh_TW
dc.relation.reference (參考文獻) Working papers in applied linguistics 4. London: Thames Valley University.zh_TW
dc.relation.reference (參考文獻) Educational Testing Service (ETS). (2007) TOEIC examinee handbook. Princeton: Educationalzh_TW
dc.relation.reference (參考文獻) Testing Service.zh_TW
dc.relation.reference (參考文獻) ---. (2011a). TOEFL iBT test content. http://www.ets.org/toefl/ibt/about/content/.zh_TW
dc.relation.reference (參考文獻) ---. (2011b). TOEIC home. http://www.ets.org/toeic.zh_TW
dc.relation.reference (參考文獻) ---. (2011c). 2010 Taiwan TOEIC results report. http://www.toeic.com.tw/file/11063020.pdf.zh_TW
dc.relation.reference (參考文獻) Entwhistle, N. (1987). Motivation to learn: conceptualizations and practicalities. Britishzh_TW
dc.relation.reference (參考文獻) Journal of Educational Studies 35(2), 129-148.zh_TW
dc.relation.reference (參考文獻) Fulcher, G. (2005). Deluded by artifices? The Common European Framework andzh_TW
dc.relation.reference (參考文獻) harmonization. Language Assessment Quarterly 1(4), 253-266.zh_TW
dc.relation.reference (參考文獻) Fulcher, G. & Davidson, F. (2007). Language testing and assessment; Anzh_TW
dc.relation.reference (參考文獻) advanced resource book. Oxford: Routledge.zh_TW
dc.relation.reference (參考文獻) Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudeszh_TW
dc.relation.reference (參考文獻) and motivation. London: Edward Arnold.zh_TW
dc.relation.reference (參考文獻) Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning.zh_TW
dc.relation.reference (參考文獻) Rowley, MA: Newbury.zh_TW
dc.relation.reference (參考文獻) Gardner, R.C. & McIntyre, P.D. (1991). A instrumental motivation in language study: Whozh_TW
dc.relation.reference (參考文獻) says it isn’t effective? Studies in Second Language Acquisition 13, 57-72.zh_TW
dc.relation.reference (參考文獻) Hamp-Lyons, L. (2000). Fairness in language testing. In A.J. Kunnan (Ed.), Studies in Languagezh_TW
dc.relation.reference (參考文獻) Testing: Fairness and validation in language assessment. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Harlen, W., & Crick, R.D. (2003). Testing and motivation for learning. Assessment in Educationzh_TW
dc.relation.reference (參考文獻) 10(2), 169-203.zh_TW
dc.relation.reference (參考文獻) Hawkey, R. (2006). Studies in Language Testing 24: Impact theory and practice.zh_TW
dc.relation.reference (參考文獻) Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Hsu, H.F. (2009). The impact of implementing English proficiency tests as a graduationzh_TW
dc.relation.reference (參考文獻) requirement at Taiwanese universities of technology. (Doctoral dissertation, University ofzh_TW
dc.relation.reference (參考文獻) York). Retrieved from etheses.whiterose.ac.uk/576/1/PhD_thesis.pdf.zh_TW
dc.relation.reference (參考文獻) Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Hughes, C. & Tight, M. (1995). The myth of the learning society. British Journal ofzh_TW
dc.relation.reference (參考文獻) Educational Studies 43(3), 290-304.zh_TW
dc.relation.reference (參考文獻) Hyatt, D. & Brooks, G. (2009). Investigating stakeholders’ perceptions of IELTS as an entryzh_TW
dc.relation.reference (參考文獻) requirement for higher education in the UK. In IELTS Research Reports Volume 10.zh_TW
dc.relation.reference (參考文獻) London: IELTS Australia and British Council.zh_TW
dc.relation.reference (參考文獻) International English Language Testing Service (IELTS). (2009). Guide for stakeholders.zh_TW
dc.relation.reference (參考文獻) Cambridge: Cambridge ESOL Examinations.zh_TW
dc.relation.reference (參考文獻) www.ielts.org/PDF/IELTS Guide for Stakeholders March 2009.pdf.zh_TW
dc.relation.reference (參考文獻) Jones, N. (2009). A comparative approach to constructing a multilingual proficiencyzh_TW
dc.relation.reference (參考文獻) framework: Constraining the role of standard setting. Cambridge ESOL Research Notes 3, 6-9.zh_TW
dc.relation.reference (參考文獻) Jones, N. & Saville, N. (2009). European Language Policy: Assessment, learning, and thezh_TW
dc.relation.reference (參考文獻) CEFR. Annual Review of Applied Linguistics 29, 51-63.zh_TW
dc.relation.reference (參考文獻) Kellaghan, T., Madaus, G, & Raczek, A. (1996). The use of external examinations to improvezh_TW
dc.relation.reference (參考文獻) student motivation. Washington, DC: AERA.zh_TW
dc.relation.reference (參考文獻) Khalifa, H. & French, A. (2008). Aligning Cambridge ESOL Examinations to thezh_TW
dc.relation.reference (參考文獻) CEFR: Issues and practice. Paper presented at 34th Annual Conference, International Association for Educational Assessment.zh_TW
dc.relation.reference (參考文獻) Knowles, M.S. (1980). The modern practice of adult education. New York: The Adult Educationzh_TW
dc.relation.reference (參考文獻) Company.zh_TW
dc.relation.reference (參考文獻) Kunnan, A.J. (2005). “Language assessment from a wider context. In Eli Hinkel (Ed.),zh_TW
dc.relation.reference (參考文獻) Handbook of research in second language teaching and learning. London: Lawrencezh_TW
dc.relation.reference (參考文獻) Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Kunnan, A. J. & Wu, J. (2009). Language Training and Training Center, Taiwan: Past,zh_TW
dc.relation.reference (參考文獻) present and future. In L. Cheng & A. Curtis (Ed.), Language Assessment for Chinesezh_TW
dc.relation.reference (參考文獻) Learners (pp. 77-91). Philadelphia, PA: Routledge.zh_TW
dc.relation.reference (參考文獻) Language Training and Testing Center (LTTC). (2009). 2009 annual report.zh_TW
dc.relation.reference (參考文獻) http://www.lttc.ntu.edu.tw/Annualreportfiles/2009annualreport.pdf.zh_TW
dc.relation.reference (參考文獻) ---. (2011a). Foreign Language Proficiency Test.zh_TW
dc.relation.reference (參考文獻) http://www.lttc.ntu.edu.tw/flpt/Foreign_version/FLPTe.htm.zh_TW
dc.relation.reference (參考文獻) ---. (2011b). Language Testing. http://www.lttc.ntu.edu.tw/E_LTTC/languagetesting.htm.zh_TW
dc.relation.reference (參考文獻) ---. (2011c). GEPT-CEFR alignment.zh_TW
dc.relation.reference (參考文獻) http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/alignment.htm.zh_TW
dc.relation.reference (參考文獻) ---. (2011d). GEPT level descriptors: Superior.zh_TW
dc.relation.reference (參考文獻) http://www.lttc.ntu.edu.tw/E_LTTC/E_GEPT/superior.htm.zh_TW
dc.relation.reference (參考文獻) Little, D. (2007). The Common European Framework of reference for languages:zh_TW
dc.relation.reference (參考文獻) Perspectives on the making of supranational policy. Modern Language Journal 91(4), 645-655.zh_TW
dc.relation.reference (參考文獻) McNamara, T., and Roever, C. (2006). Language testing: The social dimension. Oxford:zh_TW
dc.relation.reference (參考文獻) Blackwell Publishing.zh_TW
dc.relation.reference (參考文獻) Medel-Añonuevo, C., Ohsako, T., & Mauch, W. (2001). Revisiting lifelong learning for the 21stzh_TW
dc.relation.reference (參考文獻) century. New York: UNESCO Institute for Education.zh_TW
dc.relation.reference (參考文獻) Messick, S. (1989). Validity,” In R.L. Linn (Ed.), Educational Measurement (pp. 13-103). Newzh_TW
dc.relation.reference (參考文獻) York: Macmillan/American Council on Education.zh_TW
dc.relation.reference (參考文獻) North, B. (2006). The Common European Framework of Reference: Development,zh_TW
dc.relation.reference (參考文獻) theoretical, and practical issues. Paper presented at the Osaka University of Foreignzh_TW
dc.relation.reference (參考文獻) Studies, March 5, 2006.zh_TW
dc.relation.reference (參考文獻) ---. (2007). The CEFR illustrative descriptor scales. Modern Language Journal 91(4), 656-659.zh_TW
dc.relation.reference (參考文獻) Norton Pierce, B. (1995). Social identity, investment, and language learning. TESOLzh_TW
dc.relation.reference (參考文獻) Quarterly 29(1), 9-32.zh_TW
dc.relation.reference (參考文獻) Powers, D.E., Kim, H.J. & Weng, V. (2008). The redesigned TOEIC (Listening andzh_TW
dc.relation.reference (參考文獻) Reading) Test: Relations to test-taker perceptions of proficiency in English. Princeton:zh_TW
dc.relation.reference (參考文獻) Educational Testing Service.zh_TW
dc.relation.reference (參考文獻) Ross, S.J. (2008). Language testing in Asia: Evolution, innovation, and policy changes.zh_TW
dc.relation.reference (參考文獻) Language Testing 25(1), 5-13.zh_TW
dc.relation.reference (參考文獻) Saville, N. (2003). The process of test development and revision within Cambridge EFL. In C.zh_TW
dc.relation.reference (參考文獻) Weir & M. Milanovic (Eds.), Continuity and innovation: Revising the Cambridgezh_TW
dc.relation.reference (參考文獻) Proficiency in English Examination 1913-2002. Cambridge: Cambridgezh_TW
dc.relation.reference (參考文獻) ESOL/Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Schouwstra, M. & Ellman, M. (2006). A new explanatory model for policyzh_TW
dc.relation.reference (參考文獻) analysis and evaluation. Tinbergen Institute Discussion Paper. Amsterdam: Tinbergenzh_TW
dc.relation.reference (參考文獻) Institute.zh_TW
dc.relation.reference (參考文獻) Shohamy, E. (1982). Affective considerations in language testing. The Modernzh_TW
dc.relation.reference (參考文獻) Language Journal 66(1), 13-17.zh_TW
dc.relation.reference (參考文獻) Shohamy, E. (2000). The social responsibility of language testers. In R. Cooper, E. Shohamy,zh_TW
dc.relation.reference (參考文獻) & J. Walters (Eds.), New perspectives in educational language policy. Philadelphia: John Benjamins Publishing.zh_TW
dc.relation.reference (參考文獻) Shohamy, E. (2001). The power of tests. A critical perspective on the uses of languagezh_TW
dc.relation.reference (參考文獻) tests. Harlow, Essex: Pearson Education.zh_TW
dc.relation.reference (參考文獻) Shohamy, E. (2008). Language policy and language assessment: The relationship.zh_TW
dc.relation.reference (參考文獻) Language Planning 9(3), 363-373.zh_TW
dc.relation.reference (參考文獻) Sloane, F.C. & Kelly, A.E. (2003). Issues in high-stakes testing programs. Theory into Practicezh_TW
dc.relation.reference (參考文獻) 42(1), 12-17.zh_TW
dc.relation.reference (參考文獻) Spolsky, B. (1995). Measured Words: The development of objective language testing. Oxford:zh_TW
dc.relation.reference (參考文獻) Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Suen, H.K. & Yu, L. (2006). Chronic consequences of high-stakes testing? Lessonszh_TW
dc.relation.reference (參考文獻) from the Chinese civil service exam. Comparative Education Review 50(1), 46-65.zh_TW
dc.relation.reference (參考文獻) Taiwan Central Personnel Administration. (2005) English examination promotion scoringzh_TW
dc.relation.reference (參考文獻) table. http://www.ejob.gov.tw/official/english.htm.zh_TW
dc.relation.reference (參考文獻) ---. (2009). Statistics: Analysis of Public Servants Manpower (Executive Yuan and Subordinatezh_TW
dc.relation.reference (參考文獻) Administrative Agencies and Schools, 2009 2nd Quarter)zh_TW
dc.relation.reference (參考文獻) http://www.cpa.gov.tw/%5C/ct.asp?xItem=7276&ctNode=321&mp=10.zh_TW
dc.relation.reference (參考文獻) Taiwan Executive Yuan. (2005) Action plan for creating English-friendly living environment.zh_TW
dc.relation.reference (參考文獻) http://www.i-zh_TW
dc.relation.reference (參考文獻) taiwan.nat.gov.tw/en/index.php?option=com_content&view=article&id=142:action-zh_TW
dc.relation.reference (參考文獻) plan&catid=31:creating-an-english-friendly-living-environment&Itemid=91.zh_TW
dc.relation.reference (參考文獻) Taiwan Government Information Office. (2005). Challenge 2008: The six-year nationalzh_TW
dc.relation.reference (參考文獻) development plan. http://www.gio-gov.tw/taiwan-website/4-zh_TW
dc.relation.reference (參考文獻) oa/20020521/2002052101.htm.zh_TW
dc.relation.reference (參考文獻) Taiwan Ministry of Civil Service. (2008). Civil Service Employment Act.zh_TW
dc.relation.reference (參考文獻) http://www.mocs.gov.tw/english/英譯法規/任用法_英_-修3.pdf.zh_TW
dc.relation.reference (參考文獻) ----. (n.d.) Introduction to the civil service legal system of Republic of China.zh_TW
dc.relation.reference (參考文獻) http://www.mocs.gov.tw/english/ls.asp.zh_TW
dc.relation.reference (參考文獻) Taiwan Ministry of Education. (n.d.) ROC (Taiwan) students in the U.S.A. (1950-2004).zh_TW
dc.relation.reference (參考文獻) http://english.moe.gov.tw/public/Data/72817222271.jpg.zh_TW
dc.relation.reference (參考文獻) ---. (2005). E-generation national manpower cultivation plan.zh_TW
dc.relation.reference (參考文獻) http://english.moe.gov.tw/ct.asp?xItem=7043&ctNode=784&mp=3#I.zh_TW
dc.relation.reference (參考文獻) Taiwan Ministry of Examination. (2008) English to be required as common subject on civilzh_TW
dc.relation.reference (參考文獻) service examinations. http://www.moex.gov.tw.zh_TW
dc.relation.reference (參考文獻) Taylor, L. (2004). IELTS, Cambridge ESOL examinations and the common Europeanzh_TW
dc.relation.reference (參考文獻) framework. Cambridge ESOL Research Notes 18, 2-3.zh_TW
dc.relation.reference (參考文獻) ---. (2005). Washback and impact. ELT Journal 59(2), 154-155.zh_TW
dc.relation.reference (參考文獻) Tight, M. (1998) Lifelong learning: Opportunity or compulsion? British Journal ofzh_TW
dc.relation.reference (參考文獻) Educational Studies 46(3), 251-63.zh_TW
dc.relation.reference (參考文獻) Tremblay, P.F. & Gardner, R.C. (1995). Expanding the motivation construct inzh_TW
dc.relation.reference (參考文獻) language learning. Modern Language Journal 79, 505-18.zh_TW
dc.relation.reference (參考文獻) Wall, D. (2005). Studies in Language Testing 22: The impact of high-stakeszh_TW
dc.relation.reference (參考文獻) examinations on classroom teaching. Cambridge: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Weir, C. (2005). Language testing and validation; An evidence-based approach. Newzh_TW
dc.relation.reference (參考文獻) York: Palgrave and Macmillan.zh_TW
dc.relation.reference (參考文獻) ---. (2005). Limitations of the Common European Framework for developingzh_TW
dc.relation.reference (參考文獻) comparable examinations and tests. Language Testing 22, 281.zh_TW
dc.relation.reference (參考文獻) Wu, J.R.W. & Wu, R.Y.F. (2010). Relating the GEPT comprehension tests to thezh_TW
dc.relation.reference (參考文獻) CEFR. Studies in Language Testing 33: Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual. Cambridge: Cambridge University Press.zh_TW