本文選題：舊HSK + 新HSK　； 參考：《南京大學》2012年碩士論文

【摘要】：漢語水平考試(HSK)是國家級考試,是專為母語非漢語者設計的標準化語言考試(劉英林,2008)。HSK最初是由北京語言大學漢語水平考試中心研制,一直施行至今。2009年11月,國家漢辦又正式推出新漢語水平考試(簡稱新HSK,此前北語開發(fā)的HSK簡稱舊HSK)。新舊HSK兩種測試并行且皆已成為對外漢語測試的權(quán)威。 為滿足漢語教學工作者和學習者了解新舊HSK考試異同的需求,同時為了新舊HSK測試本身的不斷完善,本文在對新舊HSK測試體系進行宏觀對比的基礎上,以聽力技能測試為微觀切入點,選取2010年10月舊HSK(高等)試題和新HSK(六級)樣題的聽力測試部分為研究對象,從多個角度發(fā)掘了這兩個聽力測試試題的異同,彌補了新舊HSK對比領域的空白。 本文由四個部分構(gòu)成：在緒論部分,作者闡明了本研究的重要意義、研究設計和方法以及文獻綜述,其中文獻綜述部分介紹了聽力理解的實質(zhì)、聽力能力的內(nèi)涵、影響聽力理解的因素以及聽力測試研究現(xiàn)狀。第二部分是對新舊HSK測試體系框架性因素的宏觀對比部分,主要從理論基礎、考試原則、主要依據(jù)、詞匯大綱、最高級試卷構(gòu)成五個方面分別對新舊HSK進行了介紹和分析,結(jié)果顯示：(1)舊HSK遵循“考教分離”的原則,新HSK遵循“考教結(jié)合”的原則；(2)舊HSK總體屬于心理測量—結(jié)構(gòu)主義測試體系,新HSK考試的設計理念是突出交際能力。(3)舊HSK的制定嚴格以《漢語水平等級標準和等級大綱》為主要依據(jù),建立在我國四年制對外漢語專業(yè)水平之上,難度大；新HSK參考《國家漢語能力標準》,以交際性、任務型語言任務為特色。(4)新HSK詞匯大綱的詞匯量較小,詞匯等級循序漸進,舊HSK每一等級詞匯量要求彈性大,詞匯下限高；舊HSK書面詞匯過多,詞匯更新慢,新HSK增加口語詞匯和新詞；新HSK詞匯依據(jù)交際需求分級；舊HSK詞條切分實用性不夠,而新HSK詞條劃分欠缺科學性。(5)新舊HSK最高級試卷中,舊HSK題量大,題型變換頻繁,新HSK題量少,題型較整齊；新HSK聽力和口試比重增加,綜合型試題增加。 第三部分對舊HSK(高等)與新HSK(六級)樣卷的聽力部分進行了對比,主要從題型、命題角度、與考試大綱的吻合程度、文本難度四個方面展開,結(jié)論如下：(1)舊HSK題型設計更合理,對高級聽力技能的考察更深入。(2)新舊HSK技能覆蓋廣泛,但寫題的層次性都有待改進。(3)直接意義層面的理解技能占主導比例,間接理解能力尤其是社會語用交際能力考察過少。新HSK相對更重視間接社會語用能力。新舊對話都缺乏主旨綱要領會能力的測試。新舊HSK技能分布都應更均衡。(4)新HSK很多干擾項編寫無效。(5)新舊HSK話題廣泛,新HSK話題特點體現(xiàn)為常識性、多樣性、趣味性和宣傳性,交際性、實用性較強,舊HSK話題注重語言、思維和知識水平的衡量,話題難度更大。(6)新HSK聽力試題與考試大綱的吻合程度和文本難度都低于舊HSK。 綜合以上兩部分,作者在第四部分總結(jié)出研究結(jié)果：(1)新舊HSK考試原則、主要對象、命題依據(jù)等因素的不同決定了兩者在試題設計、大綱要求、話題特點和試題難度等方面的差異；(2)在題型、試題編寫、話題類型、與考試大綱吻合程度、文本難度方面,舊HSK最高級聽力整體上都比新HSK體現(xiàn)出更高的成熟度或難度；(3)新HSK也體現(xiàn)出先進之處,如綜合型試題的增加,大綱詞匯選取和分級更符合交際需求,聽力話題更具交際性、趣味性,試題更注重高級語用聽力能力的考察,這些都充分體現(xiàn)了新HSK側(cè)重交際性和鼓勵性的特點。(4)新舊HSK聽力測試都存在一些共同的缺陷,包括聽力技能分布不夠均衡,單篇材料寫題的層次性不夠,間接意義理解能力考察不足,直接意義理解層面的主旨綱要領會能力考察也未得到重視等,與考試大綱吻合程度偏低,尤其缺乏對成語、俗語或慣用語理解能力的考核。 最后,作者針對未來漢語聽力測試的研制和漢語聽力教學兩方面提出相應建議,并總結(jié)了研究的創(chuàng)新點和可持續(xù)研究之處。
[Abstract]:The Chinese level examination is a national test , which is a standardized language test designed for non - Chinese native speakers ( Liu Yinglin , 2008 ) . It was originally developed by the Chinese Level Examination Center of the Beijing Language University . So far , in November 2009 , Hanban officially launched a new Chinese level test ( called the new one in the new Chinese language ) , which was called the old one . Both tests in the new and old are parallel and have become the authority of the Chinese test of the outside world .

In order to meet the needs of Chinese teaching workers and learners to understand the similarities and differences between the old and old Chinese students , and to perfect the test itself , this paper takes the hearing skill test as the micro - entry point based on the macro - contrast of the new and old test system , and finds out the similarities and differences between the two hearing test questions from various angles , and makes up for the blank in the new and old test field .

This paper consists of four parts : In the introduction part , the author expounds the significance , research design and method of this research and the literature review , in which the article summarizes the essence of listening comprehension , the connotation of listening ability , the factors that affect listening comprehension and the current situation of hearing test .
( 2 ) It is the psychological measurement - structuralism test system , the design idea of the new test is to emphasize the communicative competence . ( 3 ) The development of the old is based on the standard and the level outline of the Chinese standard , which is based on the standard of Chinese standard and the level outline , and it is very difficult to establish the four - year foreign language teaching level in China .
( 4 ) The vocabulary level is small , the vocabulary level is gradual , and the vocabulary level of the old is large , and the lower limit of the vocabulary is high ;
There are too many written vocabulary words in the old , the slower the vocabulary is , and the new words are added with the new words .
According to the classification of communication demand , the vocabulary of the new key words is classified according to the communication demand ;
( 5 ) In the most advanced test papers of the new and old Chinese , the numbers of the old and the old are large , the question - type transformation is frequent , the number of new questions is less , the question pattern is neat ;
The proportion of hearing and oral test in the new test is increased , and the comprehensive test question is increased .

In the third part , the author compares the listening parts of the old Chinese ( advanced ) and the new ( 6 ) samples . The conclusion is as follows : ( 1 ) It is more reasonable to study the degree of conformity of the test outline and the difficulty of the text .

Based on the above two parts , the author summarizes the research results in the fourth part : ( 1 ) the differences between the test questions design , the outline requirements , the topic characteristics and the difficulty of the test questions are decided by the different factors such as ( 1 ) the principle of the new and the old , the main object , the proposition basis and so on ;
( 2 ) In question - type , test - test - writing , topic type , the degree of conformity with examination outline and the difficulty of text , the most advanced hearing in the old is higher maturity or difficulty than the new one .
( 4 ) There are some common defects , including insufficient distribution of listening skills , insufficient level of writing of single material , lack of attention , etc .

Finally , the author puts forward some suggestions on the development of Chinese listening test in the future and the two aspects of Chinese listening teaching , and summarizes the research innovation points and the sustainable research .

【學位授予單位】：南京大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

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本文編號：1794883