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研究生： 蔡欣諭
Tsai, Hsin-Yu
論文名稱： 高中與高職課本篇章連結性與可讀性測量：以Coh-Metrix分析
Assessing Cohesion and Readability of Reading Texts in High School and Vocational High School English Textbooks: An Analysis with Coh-Metrix
指導教授： 朱錫琴
Chu, Hsi-Chin
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2020
畢業學年度： 108
語文別： 英文
論文頁數： 103
中文關鍵詞： Coh-Metrix 、篇章連結性 、課本 、高中 、普通高中 、高職
英文關鍵詞： Coh-Metrix, cohesion, textbooks, senior high school, regular high school, vocational high school
DOI URL： http://doi.org/10.6345/NTNU202000945
論文種類： 學術論文
相關次數： 點閱：249  下載：0 
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    • 傳統可讀性測量通常包含字長、句長，以及字頻。然而，連接詞在文章結構處理和理解上也扮演重要的角色，對以英語為外語(EFL)的高中階段特為重要。本研究從三面向來檢視高中(RHS)和高職(VHS)在說明文的差異—語言特色、連接詞、可讀性公式。

    首先，說明文先在一個線上自動文章處理工具Coh-Metrix 3.0處理完畢後，所產生的88個項目再被選來進行統計分析。第二、多變異量(MANOVA)和變異數分析(ANOVA)顯示高職和高中主要差異在於語言特色與可讀性公式，卻很少差異源自於連接詞。高職文章語言性比較簡單，時間性連接詞與字詞多樣性也顯著地較高中來得高。第三、高職文章在可讀性公式Flesch Reading Ease (FRE)和 Coh-Metrix L2顯著地高，而高中文章則在Flesch-Kincaid Grade Level (FKG) 顯著地高。

    基於這些發現，一些教育上的意義提供給課本編寫者和英文老師作為參考。期望本研究結果能增加對高中與高職課本語言特色、連接詞、可讀性三方面的了解，作為未來在教學、攥寫與選擇108課綱新課本的參考。

    The traditional readability of a text usually involves word and sentence length and frequency. However, the presence of cohesive devices also plays an important role in assisting text structure processing and comprehension, especially for EFL students of the high school level. The present study examined differences in the expository texts of regular high schools (RHS) and vocational high schools (VHS) in three aspects—linguistic features, cohesive devices, and readability measures.

    First, expository texts were processed through Coh-Metrix 3.0, an online automatic text processing tool, and 88 indices were selected for statistical analyses. Second, MANOVA and ANOVA showed the VHS and RHS texts mainly differ in linguistic features and readability measures, but very few differences in cohesive devices. The VHS texts are less linguistically challenging, significantly higher in temporal cohesion, and lexical diversity than the RHS texts. Third, the VHS texts are significantly higher in mean scores of Flesch Reading Ease (FRE), and Coh-Metrix L2 whereas the RHS texts are significantly higher in Flesch-Kincaid Grade Level (FKG).

    Based on the research finding, some pedagogical implications are provided for textbook writers and English teachers. It is hoped that the results could increase the understanding of the current textbooks of two school types in terms of linguistic differences, cohesive devices, and readability as a foundation for English teaching, writing, and selecting the coming new textbooks of the 12-year Basic Education Curriculum Guideline.

    中文摘要 i ABSTRACT ii ACKNOWLEDGEMENTS iii CHAPTER ONE INTRODUCTION 1 Background and Motivation 1 Purposes of the Study 3 Research Questions of the Study 4 Significance of the Study 6 Definition of Terms 6 Linguistic features 6 Discourse 7 Cohesion 7 Readability Indices 8 Coh-Metrix 9 Descriptive 9 Text Easability Principal Component Scores 9 Referential Cohesion 10 Latent Semantic Analysis (LSA) 10 Lexical Diversity 10 Connectives 11 Situation Model 11 Syntactic Complexity 11 Syntactic Pattern Density 11 Word Information 12 Readability 12 CHAPTER TWO LITERATURE REVIEW 13 Theoretical Background: Cohesion and Coherence 13 Cohesion 13 Coherence 14 Studies on Cohesive Devices and Reading Expository Texts 15 Studies on Cohesive Devices in L2 Reading 18 Studies on ESL Textbooks 19 Studies on RHS/VHS English Textbooks in Taiwan 23 2010 Curriculum Guidelines of RHS and VHS 26 The General Goals 26 Students’ Reading Skills 29 Principles of Textbook Writing 33 Traditional and Coh-Metrix L2 Readability Measures 37 Coh-Metrix L2 Readability and Cohesion 37 Coh-Metrix L2 Readability and L2 Readers 38 CHAPTER THREE METHODOLOGY 41 Description of Contexts 41 The Features and English Proficiency of RHS/VHS Students 41 Textbook Editing Boards 43 The Sources and Compilation of Reading Texts in Textbooks 43 Data Collection 44 Three Publishers: Publishers A, B, and C 44 Steps of Data Collection 46 Instruments 49 Coh-Metrix 3.0 49 The 11 Categories in Coh-Metrix 3.0 50 The Selection of 88 of the 106 Coh-Metrix indices 50 Data Processing and Analysis 60 MANOVA/ ANOVA for School Types on Coh-Metrix indices 60 CHAPTER FOUR RESULTS 62 Research Question 1: How do the reading passages in high school and vocational high school textbooks differ in terms of linguistic features? 62 Descriptive Statistics 62 Lexical Diversity 65 Word Information 66 Syntactic Complexity 69 Syntactic Pattern Density 69 Research Question 2: How do the reading passages in high school and vocational high school textbooks differ in terms of text cohesion? 70 Text Easability Principle Component (TEPC) Scores 70 Connectives 71 Referential Cohesion 72 Latent Semantic Analysis (LSA) 72 Situation Model 73 Research Question 3: How do the reading passages in high school and vocational high school textbooks differ in terms of readability? 73 Readability 73 CHAPTER FIVE DISCUSSION 77 Research Question 1: How do the reading passages in high school and vocational high school textbooks differ in terms of linguistic features? 77 Differences in Word, Sentence, and Text Length and Word Frequency 77 Differences in Word Familiarity and Mean Age of Acquisition for Content Words 78 Research Question 2: How do the reading passages in high school and vocational high school textbooks differ in terms of text cohesion? 82 Type-token Ratio for All Words 82 Expanded Temporal Connectives 83 Research Question 3: How do the reading passages in high school and vocational high school textbooks differ in terms of readability? 84 Pedagogical Implications 86 For Textbook Developers 86 For Teachers 87 Limitations and Suggestions for Further Studies 87 On Coh-Metrix 87 On Reading Materials 88 On Study Design 89 Conclusion 89 REFERENCES 90

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