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題 名 | An Analysis of English Proficiency of Students at the Mei Ho Institute of Technology=美和技術學院學生英文能力評析 |
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作 者 | 林壽華; | 書刊名 | 美和技術學院學報 |
卷 期 | 19 2001.04[民90.04] |
頁 次 | 頁239-251 |
分類號 | 525.38051 |
關鍵詞 | 語言測驗; 語言能力; 英語能力測驗; Language test; Language proficiency; English proficiency test; |
語 文 | 英文(English) |
中文摘要 | 全民英語能力測驗已經在全國實施。學生英語能力檢定及認證為將來職場、進修決勝關鍵。有鑑於此,應用外語科於89年3月23日舉辦第一次「美和英語能力測驗」,並於89年5月18日舉辦第二次「美和英語能力測驗」,以瞭解學生學習成果及障礙。 由兩次考試分析,可得如下結果: 一、學生的語文能力顯然以口語英文能力較佳、文法句型結構次之、而以閱讀能力最需加強。二專組與五專組同學均呈現此一趨勢。 二、二專組同學成績普遍勝濄五專組同學。五專組學習英文年限較二專組少。故以後考試將分組考,比較平公。尤其,在第一次考試,五專組無人及格,在第二次考試僅有一人及格。 三、在第二次考試成績普遍均較第一次成績有進步。二專組與五專組均如此。 四、學生對第一部份之「語句了解」項目,即以英文句解釋英文部分,顯著呈現理解困難現象,有待教師加強。檢視題目包括有出國旅遊及求職應對題目,在校生對此類題材較少經歷而稍有困難。 五、學生在第二部分文法試題,對倒裝句、分詞片語及副詞的用法仍有顯著的困難。 六、應用外語科同學在歷經一年加強英文,已然展現出現成效。例如在兩次英文能力測驗中,及格人數均佔18位,但在前20名人數,由第一次之13位增加到第二次的17位。 |
英文摘要 | The General English Proficiency Test (GEPT) has been introduced and administered nationwide recently. Since students' English proficiency will become decisive in future employment and advanced study, some institutions, such as Yuan-Tze University and others, have already required students to demonstrate satisfactory proficiency in English before graduation. In view of this tread, the chairperson of the Department of Applied Foreign Languages (AFL) at Mei Ho Institute of Technology (MHIT) had designed and prepared the "Mei Ho English Proficiency Test" (MEPT) materials. Hence, the first MEPT (MEPT 1) was administered on 23 March 2000 and the second MEPT (MEPT 2) on 18 May 2000. From the two MEPTs, the following conclusions were drawn: 1.Students at MHIT performed best in conversational English, followed by structure and written expression, and then by the least competent reading comprehension. Students in both the two-year college programs scored better than their five-year college counterparts. Students in both the two-year junior college programs and five-year college programs demonstrated such a consistent tendency. 2.Studnets in the two-year college programs scored better than their five-year college counterparts. Since students of the two-year college programs had studied longer English than their five-year college peers, future MEPT would be administered individually for various groups for the matter of fairness. Particularly, no five-year college students ever scored a passing grade in MEPT 1 and only one got passed in MEPT 2. 3.Studetns scored better in MEPT 2 than in MEPT 1. Both groups demonstrated such a tendency. 4.Students tend to encounter more difficulties in sentence comprehension, that is, paraphrased sentences, in Section 1. However, the test items which students scored the least, include travel (customs and declaration) and job interview and might not quite match student experience and be deemed culturally biased. 5.Students tend to demonstrate incompetence in comprehending inversion (inverted word order), dangling modifiers and adverbs. 6.AFL students scored better after one-year intensive training in English. For example, 18 students passed in each MEPT, however, 13AFL students were in the top 20s in MEPT 1 and 17 in MEPT 2. |
本系統中英文摘要資訊取自各篇刊載內容。