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Title:	國中教育會考英文科聽力能力測驗與國中英語科課程綱要之分析 An Analysis of English Listening Tests in Comprehensive Assessment Program in Relation to Curriculum Guidelines
Authors:	熊品淇 Hsiung, Pin-Chi
Contributors:	尤雪瑛 Yu, Hsueh-Ying 熊品淇 Hsiung, Pin-Chi
Keywords:	國中教育會考英語科聽力測驗課程綱要
Date:	2020
Issue Date:	2020-08-03 18:33:03 (UTC+8)
Abstract:	十二年國民基本教育課程綱要和國民中小學九年一貫課程綱要在很多方面不同; 而新課綱的實施有可能會影響到國中教育會考的命題。因此, 本篇研究旨在探討: (1) 十二年國民基本教育課程綱要和國民中小學九年一貫課程綱的差別, 以及新課綱對會考聽力的可能影響, (2) 會考英聽與課綱的吻合程度及其所重視的聽力能力。研究結果顯示, 十二年國民基本教育課程綱要之內容較九年一貫課綱全面, 且其針對聽力能力指標的描述除了較九年一貫課綱具體外, 還增加了一項新的能力指標, 並強調學生的篇章能力。會考考題大致上和九年一貫課綱吻合, 但考題大多著重在評量學生是否具備「推論」及「了解語言功用」的能力。根據以上分析結果, 研究者推論未來會考聽力不會有太大的改變, 但可能會加入較多樣化的題材, 且將會更重視學生整合及應用的能力。 The Curriculum Guidelines of 12-Year Basic Education (2019CG) differs from Grade 1-9 Curriculum (2008CG) in many ways, and its release may influence Comprehensive Assessment Program for Junior High School Students (CAP). The present study thus intends to find out: (1) the similarities and differences between 2008CG and 2019CG in terms of the description of listening abilities, and the possible impacts of 2019CG on the listening comprehension section in the future CAP, and (2) what listening constructs are tested in the listening comprehension section of CAP from 2014 to 2019 and how the tested constructs correspond to 2008CG. Results indicated that 2019CG placed more emphasis on developing students’ ability to face challenges in daily life, and therefore, its content is more comprehensive than 2008CG. In terms of the description of listening ability, 2019CG not only gave more specific description but also added one new ability. The test items of CAP generally corresponded to the competence indicators of 2008CG, but the distribution of the items was imbalanced. The test items mostly focused on students’ ability to “understand everyday life English and simple dialogues” and “to understand daily conversations and simple stories.” Regarding what listening constructs were tested in CAP, results showed that ability to “make inference for missing, unclear, or ambiguous information” and to “understand the functions of the speeches” were put strong emphasis, while ability to “follow instruction or direction” and “make predictions of what is going to be said” were neglected. Based on the above analysis results, the researcher anticipated that there might not be too many changes in the future CAP, but more diversified tasks might be included. In addition, integrative ability may receive more attention in the future CAP, which means solely relies on lexical ability is not enough for the future CAP.
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Description:	碩士國立政治大學英語教學碩士在職專班 106951003
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0106951003
Data Type:	thesis
DOI:	10.6814/NCCU202001009
Appears in Collections:	[Department of English] Theses

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