台灣的大學入學考試英文作文與英文教科書課文在詞彙 分布與轉承語使用的相關性研究

A Comparison of Excellent Taiwanese EFL Learners5 English Writing in College Entrance Examinations and Their English Textbook Lessons in Respect of Vocabulary Distribution and Transitional Word Use

本研究目的在探討英語教科書對台灣高中生大學入學考試英文寫作能力的 影響。本研究採用語料庫分析法，為建立可靠的語料庫，本研究收集大學入學考 試中心所收錄的優秀英文作文手寫稿（2009年至2016年），共210篇，並將手寫 稿轉檔為打字稿電子檔。另一方面，本研究收錄目前通行英文教科書的四種版本 (第一冊至第六冊），共270篇文章。語料庫建立完成後，接著分析和比較兩個語 料庫中詞彙分布和轉承語使用情形。本研究有以下的研究發現。首先，學生在 GAST (學科能力測驗)和AST (指定考科測驗)兩種考試的寫作表現，在學術詞彙 和寫作平均長度方面，存在顯著的差異性。其次，四種版本英文教科書在詞彙分 布和轉承語使用方面存在著顯著的相關性。第三，在詞彙分布方面，英文教科書 課文和學生英文作文在常用字彙1000等級，學術詞彙和詞彙密度方面都有顯著 差異。對於轉承語的使用，包括遞增型，轉折型，因果型和時間型在内的四個主 要類別，學生英文作文和英文教科書文章中都顯示出相似的分布結果。基於上述 研究結果，本研究提出未來台灣高中英文教科書製作可參考的編寫原則，並且對 於近年台灣教育當局所倡導的十二年國民教育改革英文課程綱要提出建議。

This study aimed to investigate the influences that English textbooks may have on Taiwanese EFL senior high students’ writing performance in the college entrance examination. This study adopted corpus analysis methodology. To build up reliable corpora， 210 pieces of students written compositions in GAST and AST， issued by the CEEC (2009 to 2016)， were collected and transcribed into electronic files. On the other hand， 270 articles in the current four commercialized English textbooks， Volume I through Volume VI， were collected and edited as a corpus. In this way， vocabulary distribution and transitional words used in the two corpora could be analyzed and compared. The major findings are as follows. First， there are significant differences between students writing in GAST and AST in respect of academic-word level and average length of writing. Second， there is significant correlation among the four commercialized textbooks in terms of vocabulary distribution， transitional words. Third， with respect to vocabulary distribution， the students’ writing samples and the articles in the four textbooks showed significant differences in regard to first 1000-word level， academic-word level， and lexical density. As for the usage of transitional words， the four major categories， including additive， adversative， causal， and temporal， displayed similar results either in the students’ writing samples or in the textbooks. Based on the above findings， this study proposed some principles for further textbook compilation. Some suggestions are also made to the Taiwanese English education authorities concerned as regards their design of curricular guideline for 12-year compulsory education.