- 學位論文
高中師生對高中英語聽力測驗之感知
An Exploration of Taiwanese Senior High School Students’ and Teachers’ Perceptions of the Test of English Listening Comprehension (TELC)
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摘要
根據十二年國教99高中英文課綱微調之內容，每位台灣學生應該具備英文四項技能：聽、說、讀、寫。然而，在2011年時，大學學科能力測驗(GSAT)和大學入學指定科目考試(DRT)僅有選擇題測驗學生的英語閱讀能力，以及非選題測驗英語寫作能力。為符合課綱內容，確保學生英語四項技能的學力，財團法人大學考試中心(CEEC)設計高中英語聽力測驗(TELC)作為提升台灣高中生英語聽力能力的工具。 有鑑於高中英語聽力測驗是台灣新穎的測驗，勢必需要有相關研究探討高中學生及教師對高中英語聽力測驗的感知。在2011年，第一次高中英語聽力測驗試辦時，新竹某高中為其中前五名的報名人數，因此本研究探討這所學校及另外三所新竹地區的高中，透過學生問卷及老師訪談了解高中英語聽力測驗與高中英語教學的關係及高中師生對高中英語聽力測驗的感知。 研究結果顯示參加第一次及第三次高中英語聽力測驗的受試者都是對自我英聽能有較有信心的學生，而且大部分來自於已相當重視英聽的學校。雖然高中學生及老師都認為英語聽力能力相當重要，但實際上，學生卻沒有花很多時間在加強英語聽力能力。學生把絕大部分的時間運用在加強單字、閱讀和文法上面。就高中英語聽力測驗本身，相較於學校英語測驗及仿間英語測驗，高中英語聽力測驗顯得較簡單、內容較淺，所以學生無法確定本測驗能否診斷高中生的英語聽力能力。以測驗結果而言，大部分的學生認為高中英語聽力測驗診斷結果符合期待。對自我英語能力較有自信者，相對能拿到較高的成績。然而，高中英語聽力測驗本身無法增進學生學習動機，也並沒有使學生做出任何學習上的改變。談到高中英語聽力測驗及其政策，大部分的學生傾向認定高中英語聽力測驗為選考考科，而非納入必要考科之一。從教師訪談中，我們探討許多英聽教育議題，而解決英語(聽力)能力之城鄉差距，不能僅僅靠實行高中英語聽力測驗而已。
關鍵字
高中英語聽力測驗並列摘要
According to the Year 99 Senior High School Curriculum Guidelines (Department of Secondary Education, 2011a), every English-as-a-Foreign-Language (EFL) student in Taiwan should be equipped with the four skills of English: listening, speaking, reading, and writing. However, back in 2011, the two nationwide English assessments, namely, the General Scholastic Ability Test (GSAT, 大學學科能力測驗) and the Department Required Test (DRT, 大學入學指定科目考試), only had multiple-choice questions for testing reading and open-ended/essay questions for testing writing. To achieve the pedagogical goals and balance the importance of the four skills, the College Entrance Examination Center (CEEC) created the Test for English Listening Competence (TELC) to be used as a tool for improving the English listening ability of the EFL students in Taiwan (College Entrance Examination Center, 2010). Since the TELC is a new test in Taiwan, there is a need to conduct a study to explore the senior high school students’ and teachers’ perceptions of the test. Because when the test was first introduced to the public in 2011 one of the top five groups of test takers came from a senior high school in Hsinchu (College Entrance Examination Center, 2011), this study involves senior high school students from that school and three additional senior high schools in the city. Through student questionnaires and teacher interview, we can identify the relationship between the TELC and English instructions and the perceptions that students and teachers had towards the test. The result showed that the students who chose to take the TELC in 2011 and 2012 were those who had more confidence on their English ability and came from schools that already put emphasis on English listening. But although both the students and teachers realized the importance of English listening, in reality students did not spend much time to practice English listening compared to the time that they spent on vocabulary, reading, and grammar. The TELC test takers also viewed the test to be easier than their regular schools’ English tests and other English listening tests that are available in Taiwan. Thus, they were not sure whether the test could really test their English listening ability. Still, most students accepted that the TELC results matched their expectations. Moreover, the more confident the students were about their English language ability, the higher grade of the TELC they received. The test, however, could not give students more motivation to study English nor did it make the students felt like changing any behavior. As for the TELC policy, most students preferred the test to be kept optional. From the teachers’ interviews, many issues regarding the TELC and the teaching of English listening in general was raised. To solve the proficiency gap as well as the gaps between the stronger and weaker schools, much more than the TELC policy will have to be implemented.
並列關鍵字
TELC參考文獻
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