台灣的大學入學考試中單字和閱讀理解的關係

The Relationship between Vocabulary and Reading Comprehension in Taiwan’s College Entrance Examination

陳宗賜(Tsung-Tzu Chen)

指導教授 ： 陳月妙

國立中正大學/文學院/外國語文學系/碩士(2014年)

摘要

本研究旨在探討，在台灣的大學學測和指考的英文測驗中，字彙能力與閱讀理解的相關性。自2011至2013年，總共六次的學測和指考測驗中，透過隨機抽樣，有68,000個學生的測驗成績資料被用於此研究。這些學生們從國小五年級至高三，大部分皆至少學習英文七年。資料包括每個參與者的字彙測驗成績和閱讀理解測驗成績。字彙測驗的答案被歸類於不同的單字級別。單字級別的標準是以Paul Nation (2012) 所發表的BNC/COCA為根據。本研究還探討了，在六次入學考試中，那一個單字級別對閱讀理解比較有影響。字彙測驗成績和閱讀理解測驗成績的相關性是藉由Pearson積差相關係數、變異數分析和多元迴歸分析等三個工具分析。結果顯示，在大部分的六次考試中，字彙能力和閱讀理解有中度相關 (r = .42 〜.67 )。根據逐步迴歸過程中，最有影響力的單字級別為第3級 (R² = . 62〜.80)。統計分析結果顯示：在六次的考試當中，第3級單字比第2和第4級單字對閱讀理解有更高影響。第1級單字雖有最高的正確回答率(.66〜.85)，卻和閱讀理解較無相關性。第5級單字有最低的正確回答率(.45)，和閱讀理解相關性也不高。依照單字級別和閱讀理解相關性的順序而言，第3級單字先於第2級單字，第2級單字先於第4級單字，此點可以作為參加考試的參考。

並列摘要

This study investigates how vocabulary ability correlates with reading comprehension in the Scholastic Aptitude English Test (SAET) and the Department Required English Test (DRET). A total of 68,000 participants were randomly selected from both the SAET and DRET, from 2011 to 2013. From 5th grade in the elementary school to 12th grade in the senior high school, the majority of the subjects had been studying English for at least seven years. The data included the scores of vocabulary tests and those of reading comprehension tests of each participant. The answers of vocabulary tests are categorized into various word levels. The criteria of word levels are based on Nation’s (2012) BNC/COCA. The study also explores what word levels have more impact on reading comprehension. The scores of vocabulary tests and reading comprehension tests were analyzed by Pearson Correlation, ANOVA and Multiple Regression Analysis. The results indicate that, in most of the six tests, vocabulary ability and reading comprehension had moderate correlation (r=.42~0.67). According to the Stepwise Regression Procedure, the most influential word level is Level 3 (R2=.62~.80). Analytical statistical results indicate, amongst the six exams, word Level 3 has more impact on reading comprehension than that of Level 2 and 4. Level 1 has the highest correct answer rate (.67~.85) but its impact on reading comprehension is not high. Level 5 has the lowest correct answer rate (.45) and its impact on reading comprehension is not high as well. According to the sequence of relationship between word level and reading comprehension, Level 3 is prior to Level 2, Level 2 is prior to Level 4. The finding can be used as a reference for students to take.

並列關鍵字

vocabulary acquisition

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