政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/99461

政大典藏 > College of Foreign Languages and Literature > Department of English > Theses > Item 140.119/99461

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/99461

Title:	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
Authors:	湯琦均 Tang, Ci Jyun
Contributors:	尤雪瑛 Yu, Hsueh Ying 湯琦均 Tang, Ci Jyun
Keywords:	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
Date:	2016
Issue Date:	2016-07-21 10:46:24 (UTC+8)
Abstract:	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.
Reference:	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 Liao, M. C. (2002). EEFTC English Tests: Renovations and viewpoints of vocational high school students and English teachers. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan. Liao, W. Y. (2009). A study of the motivation, attitudes, self-efficacy, and achievements in English learning of vocational high school students in metropolitan Taipei. Unpublished master’s thesis, National Dong Hwa University, Hualien, Taiwan. Lin, M. S. (1996). 中華民國高中高職英文教學現況比較研究 [A comparative study on the current status quo of the English language teaching in high schools and vocational high schools in the Republic of China] Proceedings of the twelfth conference on English teaching and learning in the Republic of China. 59-79. Taipei: Crane Publishing Co. Liu, C. N. (2009). Evaluating the reading comprehension questions of the SAET and the DRET. Unpublished master’s thesis, Taipei Municipal University of Education, Taipei, Taiwan. 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, National Chengchi University, Taipei, Taiwan. Liu, Y. M. (2002). 檔案評量在高職英文戲劇教學運用之個案研究 [A case study on the use of portfolio assessment in the drama teaching of the vocational high school English teaching]. Journal of Research in Education Science. 47(2), 159-174. Lo, G. Y. H. (2011). ESP versus EGP: A case study of an ESP program for vocational high school students of Tourism. Taiwan International ESP Journal, Vol. 3: 2, 71-100 Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. Lynch, A. J. (1982). ‘Authenticity’ in language teaching: some implications for the design of listening materials. British Journal of Language Teaching, 20, 9–16. McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 22(3), 276-282. Messick, S. (1989a). Meaning and values in test validation: the science and ethics of assessment. Educational Researcher, 5-11. Messick, S. (1989b). Validity. In R. L. Linn (Ed.). Educational measurement. New York: American Council on Education, Macmillan, 13- 103. Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23. Messick, S. (1996). Validity and washback in language testing. ETS Research Report Series, 1996(1), i-18. MOE. (2014). 高中職應屆畢業生升學就業概況 [An overview of the career of high school and vocational high school graduates], 教育統計簡訊 [Educational Statistical Digest], 10, 1-2 Nicholls, A & Nicholls, S. (1972). Developing a curriculum: a practical guide. London: Allen and Unwin. Plough, I. C., & Bogart, P. S. (2008). Perceptions of examiner behavior modulate power relations in oral performance testing. Language Assessment Quarterly, 5(3), 195-217. Prodromou, L. (1995). The backwash effect: from testing to teaching. ELT Journal, 49(1), 13-25. Qian, D. D. (2009). Comparing direct and semi-direct modes for speaking assessment: Affective effects on test takers. Language Assessment Quarterly, 6(2), 113-125. Resnick, L. B., & Resnick, D. P. (1991). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O`Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement and instruction, 37-75. Boston: Kluwer. Shea, D. P. (1994). Perspective and production: Structuring conversational participation across cultural borders. Pragmatics, 4(3), 357-389. Shih, Y. H., & Lin, M. S. (1996). 我國高職課程與教材評估 [Assessment of vocational high school English curriculum and material]. Proceedings of the fifth International Conference on English Language Teaching and Learning, 73-88, Taipei: Crane Publishing Co. Tarone, E., & Liu, G. (1995). Situational context, variation, and second language acquisition theory. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H G. Widdowson, 107-124. Oxford: Oxford University Press. Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman Tsai, W. C. (2006). A study of students` motivation and strategies in learning automotive industrial English in the automobile department of vocational high school. Unpublished master’s thesis, National Changhua University of Education, Changhua, Taiwan. Tyler, R. W. (2010). Basic principles of curriculum and instruction. Chicago: University of Chicago Press. Underhill, N. (1990) Testing Spoken Language: A Handbook of Oral Testing Techniques. Cambridge: Cambridge University Press. Viera, A. J. & Garrett, J. M. (2005). Understanding interobserver agreement: the kappa statistic. Family Medicine, 37(5), 360-363. Wiggins, G. (1993). Assessment: Authenticity, context, and validity. Phi Delta Kappan, 75(3), 200-208. Wood, R. (1993). Assessment and testing. Cambridge: Cambridge University Press. Wu, C. C. (2003). A study of EFL learning strategies used by vocational high school students in Taiwan. Unpublished master’s thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan. Wu, H. W. (2003). Reading narrative and expository texts: An investigation into the reading strategies used by vocational high school students in Taiwan. Unpublished master’s thesis, Providence University, Taichung, Taiwan. Wu, J. Y. (2013). The relationship between English learning motivations and learning anxiety of EFL vocational school students: The case study in southern Taiwan. Unpublished master’s thesis, National Yunlin University of Science and Technology, Yunlin, Taiwan. You, Y. L., & Chen, P. (2014). The Vocational high school English education in Taiwan. Secondary Education. 65, 3, 88-107. Young, R. F. (2000). Interactional competence: Challenges for validity. Paper presented at a joint symposium ‘Interdisciplinary Interfaces with Language Testing’ held at the annual meeting of the American Association for Applied Linguistics and the Language Testing Research Colloquium, 11 March 2000, Vancouver, British Columbia, Canada.
Description:	碩士國立政治大學英語教學碩士在職專班 102951005
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0102951005
Data Type:	thesis
Appears in Collections:	[Department of English] Theses

Files in This Item:

File	Size	Format
100501.pdf	724Kb	Adobe PDF2	587	View/Open

社群 sharing

Loading...