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    標題: 日夜間部大學入學考試英文科閱讀測驗試題的歷史演變:民國45年~民國99年
    The Historical Developments of Reading Tests Used in Etjcee and Etjedcee--- 1956-2010
    作者: 董幸正
    貢獻者: 應用外語系
    日期: 2010
    上傳時間: 2011-12-22 09:47:20 (UTC+8)
    摘要: 本研究主要是根據筆者之前完成的博士論文（過去五十年來大學入學考試英文科試題的歷史演變研究），再度進行更深入以及更廣範圍的研究。不同於之前的博士論文只專注於日間部大學聯考英文科試題的演變過程，此次研究新增底下的語料來進行更廣度的研究：（1）過去三十年來的夜間部大學入學考試英文科試題：民國 56 年到民國86 年，以及（2）大學入學學力測驗英文科：民國83 年到民國99 年。除了語料的廣度，本次研究的深度只專注於閱讀文章測驗試題的變化（從民國45 年到民國99 年）。會著重於英文閱讀文章試題的原因，最主要在於過去的大學入學考試英文科，無論是日間或是夜間部，均著重在閱讀能力的評量。在探討的研究議題方面，著重在底下四大層面：（1）閱讀測驗題型、（2）閱讀文章主題的演變過程以及比較、(3) 閱讀文章難易度、以及（4）閱讀文章評量的閱讀技巧。閱讀測驗題型的整體演變，將以三大語言能力假設的發展為基礎下來探討比較：（1）孤立式語言能力假說（divisible competence hypothesis）、（2）整合性語言能力假說（unitary competence hypothesis）、以及（3）多元化語言能力假說（multi-dimensional competence hypothesis）。閱讀文章的主題部分，依舊以歷年來高級中學英文科課程教學大綱（民國37 年至今）擬定的閱讀文章主題為藍圖。並輔以當代的政經情勢變化，對日夜間部大學聯考以及學測/指考英文閱讀文章主題的歷史演變作一探究。在閱讀文章的難易度部份，則是採取了Flesch Readability Scheme 的公式進行探究。最後， 在閱讀技巧部分， 筆者將Heaton(1990) 、 Hughes(2003)、以及Brown (2004)所探討的分類再度列表整理。根據上述巨擘所列出的閱讀技巧，最後以Micro-reading skills 以及Macro-reading skills 兩大閱讀範疇來更細部地比較日夜間部大學聯考英文科以及學測/指考英文科所評量的閱讀技巧之異同。在教學以及評量的啟示上，本次更深入的研究，企盼為台灣五十多年來的大學入學考試英文科閱讀試題提供更完整的歷史演變敘述。也期待能對高級中學英語科教師以及英語語言測驗編題研發人員有更完整的歷史演變資料，來研究更進一步的課堂教學技巧以及閱讀試題研發。
    This research proposal, on the grounds of the writer’s previously completed Ph. D. dissertation, is intended to provide the historical developments of reading comprehension tests used in: (1) the English Tests of Joint College Entrance Examinations (hereafter ETJCEEs) from the year of 1956 to the year of 2001, and (2) the English Tests of Evening Division Joint College Entrance Examinations (hereafter ETEDJCEEs) from the year of 1967 to the year of 1996. Additionally, the following two types of English tests, which had been developed by the Center of College Entrance Examination (hereafter CEEC), are also included for discussion in this research program: (1) Scholastic Aptitude English Tests (SAET) from the year of 1994 to the year of 2010, and (2) Departmental Required English Tests (DRET) from the year of 2002 to the year of 2010. Distinct from the previous Ph. D. dissertation, this current project focuses primarily on the reading comprehension test section. For years, the reading comprehension test section has outweighed the remainders in these four high-stakes English tests. That is the major reason why the writer is going to dedicate himself to the overall developments of the ETJCEE/ETEDJCEE reading tests in the past fifty years. Four major issues will be addressed in this study as follows: (1) types of reading test formats, (2) the reading topics, (3) the readability levels, and (4) the reading skills assessed in the high-stakes English tests. The following three major types of language proficiency hypotheses serve as the references for the historical developments of the ETJCEE/ ETEDJCEE reading test formats: (1) the divisible competence hypothesis, (2) the unitary competence hypothesis, and (3) the multi-dimensional competence hypothesis. Additionally, the Senior High School English Curriculum Standards (SHSECS) act as the backbone for the panorama of reading issues in the ETJCEEs and ETEDJCEEs. Other variables such as the then-current socio-economic situations or the political events will be valuable references for the historical developments of reading topics. Further, the readability levels will be obtained through Flesch’s Readability Formula (Flesch, 1948) which lent itself to taking the lexical load and structural complexity into account. On the basis of the numerical values and its corresponding readability levels in Flesch’s Readability Scheme, the writer will present the overall trends of textual difficulties in the ETJCEEs, ETEDJCEEs, SAETs, and DRETs. Finally, the reading skills, summarized from the previous research contributors Heaton (1990), Hughes (2003) and Brown (2004), offer the yardsticks for this present research study. It is expected that this research project is aimed at offering the panorama of ETJCEE/ETJEDCEE reading test trends for the local English teachers and English test composers.
    關聯: 計畫編號：NSC99-2410-H041-009
    計畫年度：99；起迄日期：2010-08-01~2011-07-31
    核定金額：340,000元
    顯示於類別:[應用外語系] 科技部計畫

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