國中小英文認字測驗之編製

本研究目的為編製一適用國小三年級至國中三年級學生的英文認字測驗，並建立全國性常模。經預試後選出100題作為正式題本，採分層隨機抽取北、中、南及直轄市四區的學校，依城、鄉屬性各抽取一所國小，並採對應學區的國中為施測學校，各年級抽取一班，合計男生為965人，女生836人，共1701人。測驗結果如下：一、英文認字測驗方面（一）各年段所得α值介於.9829至.9936之間，顯示測驗同質性高。（二）敦請專家考驗其內容效度，一致認為試題符合所欲測量之目標；效標關聯效度方面，與英語科成績之相關係數介於.414至.941，達.05顯著水準，呈現中等至非常高相關。二、各年段學生之平均英文認字能力描述字音分測驗的作答表現普遍受到以下幾個因素的影響：1．音節數的多寡；2．形音對應關係是否規則；3．是否為視覺字；4．是否與生活經驗有關；5．是否與學習經驗有關；6所採用的認字途徑；7.發音所造成的錯誤等。在字義分測驗中則普遍受到能否由字音聯想字義、生活經驗、熟悉度等因素的影響。三、不同背景學生之平均英文認字能力描述除年段二（國小五、六年級）無性別差異外，其餘年段男女生的英文認字能力均有差異，達顯著水準。各年段城市與鄉村學生之英文認字能力均有差異，且達顯著水準。

關鍵字

英文認字測驗；認字

並列摘要

The purpose of this study was to make an English Word Recognition Test with the national norm. One hundred words were chosen as the content of the formal word recognition test according to the result of the pretest. Stratified samples were elicited from four areas, including northern area, central area, southern area and a municipal area. One elementary school was chosen in each area, and the corresponding junior high schools were chosen at the same time. One class was chosen from each grade. Therefore, the samples were 1701 students from grade 3 to grade 9, including 965 male students and 836 female students. The results were shown as the following: 1. The Feature of the English Word Recognition Test As for the reliability, the internal consistency was used. The α value from grade 3 to grade 9 is between .9829 and .9936. The homogeneity was very high. As for the validity, the content validity and criterion-related validity were used. The correlation coefficient of the scores of this word recognition and the English scores in schools was between .414 and .941. 2. The Description of the Students' English Word Recognition Ability It was concluded that seven factors influenced the students' responses in this English Word reading test: (1) The number of syllables in the word. (2) The word with the regular grapheme-phoneme correspondence. (3) Sight word or not. (4) The word related with the students' life experience. (5) The word related with the students' learning experience. (6) The route which the student use to recognize the word. (7) A pronunciation mistake. On the other hand, the pronunciation, life experience and the familiarity were the important factors influencing the meaning tests. 3. The Word Recognition Ability of Students with Different Background There was a significant difference between male students and female students in most graders, except the 5th and 6th grade. There was a significant difference between the students in the cities and the students in the country areas.