Investigating Measures of English Textual Knowledge

Date
2005-01-??
Authors
吳秀麗
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國立台灣師範大學英語學系
Department of English, NTNU
Abstract
本研究旨在探究四位大學生接受「英文篇章結構知能測驗」的作答歷程。該測驗由八道選擇題組成,包含刪句、插句、還厚、句子、重組句子等四種題型。受試者每答完一題就做立即回顧出聲思考報告。研究員將每一受試學生之口頭報告全程錄音,逐字謄寫,再就內容做深度質性分析以探究該測驗之建構效度,即該測驗反應考生英文篇章結構知能之適切程度。
This paper reports a case study of four college students' test-taking processes as they took a hypothetical English discourse proficiency test. The test consisted of eight multiple-choice items, including four task types, namely Sentence Deletion, Sentence Insertion, Sentence Replacement, and Sentence Sequencing. The college students were asked to take the test and do an immediate retrospective think-aloud. The verbal reports were audiotape-recorded, transcribed verbatim, and analyzed qualitatively. The results of the verbal protocol analysis are meant to be illustrative of the construct validity, or the extent to which the performance on the test can be interpreted in terms of English textual knowledge. Implications of the findings and recommendations for further research are also discussed.
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