An Analysis of Reading Comprehension on Level 3 and Level 4 Japanese Language Proficiency Test and Its Pedagogical Implications- An Application Based on the Perspective of the Reading Theory - ~2001 Lo Su ChuanChoung Kuo Institute of Technology Lecturer Chen Hui Shan, Lin Hui Na, Lin Shin Ping Chen Wan Lin, Kao Chia Ti, Chen Yu Chi Choung Kuo Institute of Technology Choung Kuo Institute of Technology ABSTRACT Based on the perspective of the Reading Theory, a study was made by analyzing the Reading Comprehension on Level 3 and Level 4 Japanese Language Proficiency Test (-2001). It promotes a better comprehension of test content, provides problem-solving techniques, and gains a projection of possible tendencies of future tests. Furthermore, this study can serve as a useful aid for Japanese teachers and as a study guideline for students, as well. Keyword: schema Top-down models, bottom-up models, interactive-activation model. 103
(achievement test) (proficiency test) (100 ) (200 ) (100 ) 400 200 1~2 34 34 ~2001 104
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2001 (4) v (2) v (3) v v (4) v v (5) v v 1. (1) v (3) v 1998 (1) v 1999 (1) v 2000 (3) v 2001 (1) v 2. 1998 1999 2000 (4) v v (2) v v (3) v v (4) v (2) v v (3) v (4) v (1) v 3. 1998 1999 2000 2001 (1) v v (3) v v v (4) v v (5) v v (1) v v v (3) v v (4) v (5) v v (1) v v (3) v v (4) v v (5) v v (1) v v (3) v v v (4) v v (5) v v (1) v v (3) v v v (4) v v v 106
(1) 4.. 26 46 6 18 24 38 1 8 1 1 9 10 3 0 2 0 11 4 (2) () 107
2. 1999 () v v () v v () v v v () v v v 5. 1998 1999 2000 2001 ( ) v v () v v () v v () () v v () v v () v v () v v () v v () v v () v v () v v () v v () v v () v v () v v v () v v () v v () v v v 6. 2000 2001 () v v () v v v () v v () v v v () v v v () v v () v v () v v () v v (1) 7.. 77 63 5 18 1998 () v v () v v v () v v v () v v () v v () v v v () v v v 33 64 0 22 1 0 11 3 108
5 0 1 0 2 0 2 1 (2) 2. 8. () 1998 ( ) v v v () v v v () v v v () v v v () v v v () v v v 1999 () v v v 109
2000 2001 ( ) v v v () v v v () v v v () v v v () v v v () v v v () v v v () v v v (1) 10.. 78 95 9 6 28 45 5 19 9. 1998 () v v () v v () v v () v v () v v 0 12 11 15 0 3 3 0 4 0 () v v 1999 () v v () v v () v v 2000 () v v () v v () v v 2001 () v v () v v () v v 110
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