利用Lexile Analyzer探討國高中英語教科書之可讀性

Using Lexile Text Analyzer to Examine the Readability of Junior and Senior High School English Textbooks

臺灣學生在英語學習中以教科書為主要學習來源，其內容對於學習成效應有相當的影響。而文本之可讀性與學生之閱讀理解有相當的關聯性，然迄今針對國高中現行英語教科書之可讀性研究尚為少見，因此本研究採用於各國廣泛使用之Lexile 可讀性分析工具測量臺灣國高中常用的六個版本英語教科書之可讀性。此外，本研究也與美國K-12 教育系統進行比較，探究臺灣國高中各年級教科書之文本難易度相當於美國何年級之文本。本研究主要發現為：（一）國高中於同一冊教科書中所收錄之文本的可讀性有相當差異，此差異進一步造成兩冊之間的可讀性缺口；（二）國中第一至第二冊與第二至第三冊、高中第二至第三冊及第五至六冊之間皆出現明顯的可讀性缺口；（三）國中與高中選用不同版本之英語教科書將出現不同程度之可讀性落差；（四）多數版本未嚴格遵循冊與冊間由淺至深的編排原則。

English textbooks play an important role in English learning. Textbook readability and student reading comprehension are often strongly correlated. However, few studies have investigated the readability of textbooks used in junior and senior high schools in Taiwan. Thus, this study employed the Lexile Analyzer, a widely-used readability tool, to investigate the readability of six different sets of textbooks commonly used in junior and senior high schools. The readability scales of different sets of textbooks were analyzed and compared. In addition, the results were compared to American textbooks. The main findings of this study are: (1) the readability scales of different sets of textbooks, and even those within the same volume, often vary greatly, leading to significant readability gaps between volumes. (2) The significant readability gaps were found between volumes 1 and 2 as well as 2 and 3 in junior high school textbooks and between volumes 2 and 3 as well as 5 and 6 in senior high school textbooks. (3) The decisions concerned with using different sets of textbooks in junior and senior high schools might lead to reading difficulties. (4) The level of reading difficulty in some textbooks does not increase with grade levels.