多選題測驗試題已證明能有效地評估學生的學習成效，然而，以人為方式建立題庫是一件耗時費力的工作。藉由電腦高速運算的能力，電腦輔助產生試題系統能有效率地建置大規模的題庫，同時減少人為的干預而得以保持試題的隱密性。受惠於網路上充裕的文字資源，本研究發展一套克漏詞試題出題系統，利用既有的語料自動產生涵蓋各種不同主題的克漏詞試題。藉由分析歷屆大學入學考試的資料，系統可產生類似難度的模擬試題，並且得到出題人員在遴選測驗標的方面的規律性。在產生試題的過程中導入詞義辨析的演算法，利用詞典與selectional preference模型的輔助，分析句子中特定詞彙的語義，以擷取包含測驗編撰者所要測驗的詞義的句子，並以collocation為基礎的方法篩選誘答選項。實驗結果顯示系統可在每產生1.6道試題中，得到1道可用的試題。我們嘗試產生不同類型的試題，並將這套系統融入網路線上英文測驗的環境中，依學生的作答情形分析試題的鑑別度。 / Multiple-choice tests have proved to be an efficient tool for measuring students’ achievement. Manually constructing tests items, however, is a time- consuming and labor-intensive task. Harnessing the computing power of computers, computer-assisted item generation offers the possibility of creating large amount of items, thereby alleviating the problem of keeping the items secure. With the abundant text resource on the Web, this study develops a system capable of generating cloze items that cover a wide range of topics based on existing corpra. By analyzing training data from the College Entrance Examinations in Taiwan, we identify special regularities of the test items, and our system can generate items of similar style based on results of the analysis. We propose a word sense disambiguation-based method for locating sentences in which designated words carry specific senses, and apply collocation-based methods for selecting distractors. Experimental results indicate that our system was able to produce a usable item for every 1.6 items it returned. We try to create different types of items and integrate the reported item generator in a Web-based system for learning English. The outcome of on-line examinations is analyzed in order to estimate the item discrimination of the test items generated by our system.

本文探討1940年代地方文學書寫，藉由台灣與朝鮮對照呈現當時地方書寫產生的特殊背景：不同立場對地方書寫的期待、作家1940年代書寫時如何表現。藉上述的角度，試圖呈現殖民地地方書寫的意義。 殖民地文學中，捕捉在地特色、獨有風物的題材向來備受關注。1940年代更受日本帝國面臨發展困境，走向動員戰爭之路策略影響。使得文藝因應總力戰策動各層面投入戰爭，而背負增進帝國認同的任務。「新體制」與「大政翼贊會」的推行與成立，顯示當時精神統制擴大、也反映東亞協同、對抗西方文明的框架，將殖民地作為帝國外緣／前線的策略。地方特色的突顯與應用即受到這些政策與思維籠罩。 此時，殖民地文藝創作環境面對權力集中一元化，不僅創作語言受限、言論出版高壓管制；官方更積極介入文藝團體、舉辦獎項，加強國策宣傳。文藝創作空間、資源侷限下，新體制與大政翼贊會為殖民地文化界帶來發揮的機會。在地方書寫蘊含國民認同基礎、傳統根源等元素，既呼應政策對於國民文化，殖民地文化人亦可爭取活動機會。這一類書寫，最初以地方色、鄉土色展現地方特殊性的書寫為普遍認同，後隨戰爭國策要求提高，強調服膺日本精神、支援戰爭的內容。 殖民地這一波的地方書寫當中，題材、作品氛圍、敘事型態皆與以往略有不同。題材上，應和國策創作增加、探索傳統價值與批判西方、塑造道德模範反省文化的進程。作品氛圍與敘事型態上，揮去不見希望的氛圍，轉為明朗、健康、動人，更以人物或藉由回歸自然、致力生產、甚至參與戰爭找到生命的意義與希望。 本文即選取兩組作家作品為代表。呂赫若、俞鎮午運用風俗習慣、傳統禮節，表現殖民地特殊風貌，並以倫理、全體性角度肯定傳統價值。張文環、金史良以鄉土為基底，在堅毅樸實的生活中獲得力量。他們在地方書寫框架中，迴避國策密切相關的題材，書寫熟悉事物表現地方特殊性，運用風俗習慣、神話傳說、禮儀、信仰等表現殖民地的人文風景，並一改先前啟蒙的批判角度。這些書寫策略具有保存殖民地文化甚而是民族精神的可能，卻也在時空限制下與戰爭動員的政策意識有所呼應。在兩地的同中有異的書寫成果裡，也見證地方書寫的政治策略、多種意涵，在殖民地的空間裡延伸出更多迂迴與曖昧。 / This article tries to analyze local literature in Taiwan and Chosen, Japan’s colonies in 1940’s. First of all, by analyzing the form of mobilization under the Total War System in 1940, it shows the influence on Japan’s military operation and manipulation. On one hand, the authority made use of centralized management on politics; on the other hand, ideas such as Overcoming Modernity and East Asia Alliance Leader were offered to let people acknowledge the war and sacrifice for it. Through these concepts, the authority reached to the notion which based on the native for people to possess. Secondly, after the foundation of Konoe shintaisei(新體制) and Taisei Yokusankai(大政翼贊會), literature was asked to proclaim the war more strategically. At that time, under the limitation of the amount of paper, local literature in colonies was requested to write in Japanese and scrutinized by the government. In addition, the authority even established literature and art organizations and set up literary prizes to advertise the war. In this way, local literature not only answered the policy but also gave the chance of displaying colonial features to those authors. In the beginning, both the authority and most of the writers accepted the method of using local color to exhibit the colony, however, this method was applied to announce the Japanese spirit and support the war little by little. Under this circumstance, colonies changed the way of literary expression. There were more subjects which conformed the national policy, explored the value of tradition, and criticized the Western to reflect the advancement of culture and then create moral standards. It was the atmosphere of the literature that turned to be bright and cheerful. Moreover, narrative patterns were performed on the characters, such as returning to nature, devoting to production, finding meanings and hopes by participating in the war. This article represents local literature in colonies in 1940 by taking examples of two groups of writers. One of the groups ,which is represented by Lü He-ruo (呂赫若) and You Jin-Oh (유진오), utilized traditional customs and manners as distinguishing features in colony. Furthermore, from the viewpoint of ethic and totalitarianism, they tried to approve the value of tradition. Yet, on the other hand, Chang wen-Huan(張文環) and Kim Saryan(김사량) gained power from difficulty and arduousness in life through the background of rural places. Both of them avoided responding to the national policy in this kind of writing pattern. As previously stated, these writers portrayed what they were familiar with to show the feature in local places. Ranging from customs, practices, folklore, manners to religions were what the writers employed to illustrate the cultural characteristics in colonies. Besides, the viewpoint changed from the criticism of enlightenment. These kinds of writing devices with the hope of preserving local culture and even national integrity. However, it was the restriction on politics and the times made literary works echo with the authority’s ideology at the same time. In the view of Compare Taiwan with Chosen, difference in literary works were testified to show the various meanings from colonial strategies in politics and writers characters in the meantime.

在評量學生的寫作能力時，通常採用直接測驗。然而，四技二專統一入學測驗英文專業考科卻採用間接測驗，來評量應用外語科學生的英文寫作能力。本研究旨在檢視專業考科之效力，並研究如何改進現行的考試方式。 為了達成該研究目的，119位應用外語科三年級學生參與本研究。本研究間接測驗試題採用四技二專統一入學測驗英文專業考科，直接測驗試題採用看圖寫作，以檢視專業考科與直接寫作成績之間的相關性。此外本研究使用問卷以調查學生對直接與間接寫作測驗的看法。 結果顯示，專業考科與看圖寫作之間呈現中度相關，表示該專業考科在某種程度上，能顯示出受試者的直接寫作能力。在四個大題中，段落組成及段落語意不連貫句子挑選與看圖寫作呈現中度相關，因此，這兩個大題較能顯示出受試者的直接寫作能力。 然而，問卷調查結果發現，受試者運用篇章結構的知識來完成間接測驗。但是，卻沒有運用相同的概念於直接測驗中。此種現象可能是因為傳統的寫作教學方式著重在文法分析及單字教學。因此，四技二專統一入學測驗的英文專業考科應同時施測直接與間接測驗，以期對英文寫作教學產生正面的回衝效應。 / Direct writing assessment is usually employed to evaluate students’ writing proficiency. However, the Technological and Vocational Education (TVE) Joint College Entrance Exam adopts indirect writing assessment to assess students from Department of Applied Foreign Languages (DAFL) in English Professional Subject (EPS). The purpose of the present paper is to examine the effectiveness of the EPS indirect writing test and how the current practice can be improved. For serving the purpose, a total of 119 third-year DAFL students participated in the study. The researcher uses indirect writing assessment, the EPS indirect writing test, and direct writing assessment, a picture writing task, as the testing instruments to examine the correlation between the two writing measures. Moreover, questionnaires are used to investigate the participants’ perceptions of the two writing tasks. Results indicated that the EPS multiple-choice writing test and the picture writing task exhibited a moderate correlation, suggesting the indirect test could, at least in part, serve as a good indication of the students’ writing competence in direct writing. Results also showed that sentence insertion (SI) and sentence deletion (SD), among the four subtests, moderately correlated with the direct writing task. The two subtests could thus be depended on as a better indication of the participants’ direct writing proficiency. Nevertheless, questionnaire findings displayed that the students applied discourse-level knowledge in the indirect test. Nonetheless, the same concept was not applied to the direct task probably because of the traditional teaching approach to English writing, focusing on grammar analysis and vocabulary teaching. Therefore, the two writing tasks should be combined in the entrance exam to produce positive washback effect on writing instruction.