| Summary: | 碩士 === 國立高雄師範大學 === 英語學系 === 91 === ABSTRACT
The main aim of this study is to find out the concurrent comprehension ability of listening and reading among different levels of English learners in Taiwan. The core information of the study is the results of the listening and reading assessment based on different levels of General English Proficiency Test (GEPT). In January, 2003, two hundred and sixty-one students of different levels of proficiency participated in this experimental study. The subjects of the senior high groups took Elementary Level of GEPT. Similarly, the subjects at the college level took Intermediate Level of GEPT, and graduate students, both English and non-English major, took High-Intermediate Level of GEPT. The scores of each individual were analyzed in terms of t-test, and Pearson Correlation Coefficient to find out the relationship between listening and reading.
There are six major findings concluded after the analyses of the data and the interpretation of the test outcomes.
1. The study has revealed that for GEPT Elementary level, both PTHS and PTGHS groups performed best in Listening Part A, and Reading Part A, and the results also indicated that examinees from PTHS performed better in reading than ones from PTGHS (50.4736>47.7273), while the students from PTGHS performed better in listening than ones from PTHS (41.1818>40.9231).
2. Both in GEPT Elementary level and GEPT Intermediate level, students scored highest in Part A, Picture Description, which is full of picture aids.
3. The results indicated that examinees from Eng Group performed better not only in listening comprehension (76.6581> 64.3158), but also in reading comprehension than ones from Geo Group (68.2791>58.5789). This finding can further support our assumption that a student with longer language instruction may be more likely to possess better and solider concurrent listening and reading ability.
4. From the descriptive statistics, it was clear that all the three groups did the worst job in Part A, statement response.
5. The majority of subjects scored higher in reading comprehension than in listening comprehension.
6. Sex difference did not reach a significant level in listening comprehension test, but did in reading comprehension one based on PTHS and PTGHS as male and female testees respectively.
In a nutshell, this study would be able to contribute a considerable amount of information to the explanation of the construct of foreign language proficiency, and meanwhile, the findings of this study also have practical as well as applicable value for providing suggestions for improving listening and reading comprehension ability.
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