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研究生: 霍力
論文名稱: 台灣公務人員採用英語標準化測驗為評量機制之研究:從2002到2010年
English language proficiency testing policy in Taiwan's civil service from 2002 to 2010
指導教授: 游雪瑛
學位類別: 碩士
Master
系所名稱: 社會科學學院 - 亞太研究英語碩士學位學程(IMAS)
International Master's Program in Asia-Pacific Studies(IMAS)
論文出版年: 2011
畢業學年度: 99
語文別: 英文
論文頁數: 200
中文關鍵詞: 英語標準化測驗政策公務人員
外文關鍵詞: testing policy, English language
相關次數: 點閱:91下載:23
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  • The concern over test consequence has inspired research into the wider impact of language tests and testing policies, but few studies have examined this subject in the context of Taiwan. With the goal of enhancing Taiwan’s global competitiveness by upgrading manpower quality, the central government implemented a 2002 policy to develop the English proficiency of civil servants by recognizing passing marks on approved English language proficiency tests as a promotion criterion. This thesis reports on a research study that adopted a multi-method approach to assess the testing policy’s impact on test-takers and analyze the rationale and consequences of revisions to the policy that were implemented between 2002 and the 2011. A survey of 282 civil servants working in the banking, economics, and finance sectors yielded data about the participants’ self-assessment of their English proficiency and workplace need for the language, English study and test-taking experience, impressions of English proficiency tests, and assessment of the effectiveness of the testing policy. Statistical analysis of the test impression and policy effectiveness data revealed significant correlation between positive assessments of the policy’s impact and the perceived fairness of the testing policy, the policy’s influence on motivation to study English, and the participants’ intrinsic interest in improving their English. Interviews with officials involved in formulating and implementing the testing policy and a review of government documents related to the policy provided data that were incorporated into the Geelhoed-Schouwstra policy analysis framework and facilitated the identification of factors that influenced the outcomes of the testing policy. The results of this study of an English language testing policy help to clarify who the test-takers and test users are, how and why tests are being used, and what the consequences of test use are.

    Abstract 2
    List of Tables 7
    List of Figures 7
    Acknowledgement 8
    Chapter 1: Introduction 9
    Context and Purpose of the Study 9
    Research Questions and Hypotheses 10
    Research Methodology 12
    Significance of the Research 12
    Thesis Organization 13
    Chapter 2: Taiwan Research Context and Background 15
    Context 15
    Critical language testing and ethical testing 15
    The English language in Taiwan 19
    Civil service in Taiwan 24
    Background 29
    Challenge 2008 29
    Tests recognized by the government 34
    TOEFL 35
    TOEIC 37
    IELTS 39
    BULATS 41
    FLPT 43
    GEPT 44
    Conclusion 46
    Chapter 3: Literature Review 48
    History of Civil Service Exams 49
    Language Policies and Testing 52
    Policy analysis framework 52
    Language policies 53
    CEFR 57
    Language testing policies in Asia and Taiwan 62
    Test Use and Consequence 64
    Language test use 64
    Consequential validity 66
    Assessment use arguments 69
    Washback and impact 71
    Testing and Motivation for Learning 73
    Lifelong learning and adult education 73
    Motivation: Learning and testing 76
    Motivation in English learning and testing in Taiwan 81
    Conclusion 83
    Chapter 4: Methodology 85
    Questionnaire 87
    Stages of questionnaire research 87
    Development 87
    Handling 89
    Statistics 90
    Content 90
    Demographics 90
    English language 92
    Self-assessment of English ability 92
    Importance of English for work 92
    Importance of English for work: Qualitative comments 93
    Testing experience 93
    English study 94
    Test impression 94
    Policy effectiveness 95
    Interviews 96
    Online government publications and internal documents 99
    Extended Geelhoed-Schouwstra (G-S) Policy Analysis Framework 100
    Conclusion 105
    Chapter 5: Results and Discussion 107
    Questionnaire 107
    Demographics 107
    English language 110
    Self-assessed English ability 111
    Importance of English 112
    Overall averages: Self-assessed English and importance of English 114
    Test experience 115
    English study 122
    Test impression 123
    Qualitative results 126
    Policy effectiveness 129
    Analysis of correlation among test impression and policy
    effectiveness variables 132
    Policy Analysis 135
    Interview results 135
    Research, Development, and Evaluation Commission 135
    Examination Yuan 136
    Central Personnel Administration 137
    Ministry of Education 138
    Central Bank of China (Taiwan), Ministry of Economic Affairs,
    and Ministry of Finance 139
    Stages of the policy cycle 141
    Goals 141
    Objectives 142
    Methods/Instruments 143
    Activities 144
    Performances 145
    Evaluation 147
    Extended G-S policy analysis framework 149
    Conceptual framework 149
    Institutional framework 150
    Political setting 152
    Social setting 153
    Economic setting 154
    Institutional setting 155
    Conclusion 157
    Chapter 6: Conclusion 158
    General Aims of the Study 158
    Implications of the Study 158
    Limitations of the Study 163
    Future Research Directions 165
    References 167
    Appendices
    Appendix A: Common European Frame of Reference, Common
    Reference Levels: Global Scale 173
    Appendix B: Civil Service English Examination Scoring Table 174
    Appendix C: Questionnaire: Chinese Version 175
    Appendix D: Questionnaire: English Version 179
    Appendix E: Interview Questions 183
    Appendix F: Questionnaire Results 186
    Appendix G: Pearson Correlation Among Test Impression and Policy
    Effectiveness Variables 198
    Appendix H: Ministry of Economic Affairs, December 2010 English
    Proficiency Test Data 199


    List of Tables
    Table 1: Taiwan Civil Servants Manpower Statistics 27
    Table 2: Interviews: Subjects and Schedule 98
    Table 3: Participant Demographics 109
    Table 4: Test Impression Results 124
    Table 5: Summary of Participants’ Comments on English Testing Policy 127
    Table 6: Policy Effectiveness Results 130
    Table 7: Pairs of Variables with Significant Pearson (r) Correlation >.300 133

    List of Figures
    Figure 1: The relationship among agencies responsible for managing the civil service 26
    Figure 2: Taiwanese civil service English proficiency testing policy timeline 31
    Figure 3: Stages of questionnaire research 87
    Figure 4: The extended Geelhoed-Schouwstra framework of policy analysis 101
    Figure 5: Comparing self-assessed English with importance of English by
    language skill 111
    Figure 6: Overall averages: Self-assessed English and Importance of English 114
    Figure 7: Tests taken by participants and grouped by test developer 117
    Figure 8: Participants’ CEFR levels based on self-reported test score 121
    Figure 9: Participants’ study of English 123

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