基于OPI的高級漢語學生的詞匯測試及分析
發(fā)布時間：2018-09-12 15:20
【摘要】：詞匯的學習是語言學習中不可或缺的有機組成部分，是發(fā)展語言技能的重要基礎(chǔ)之一。它就如同一磚一瓦那樣將我們所要表達的內(nèi)容準確地構(gòu)建出來。正如英語語言學家George W. Wilkins（1972）在其《語言教學中的語言學》一書中指出：“如果沒有語法，你或許還可以傳達一點信息，但是如果沒有詞匯，那就什么信息也傳達不了了�！痹谌粘５目谡Z交際中，使用詞匯表達準確的信息是非常重要的。為了調(diào)查具有漢語高級水平資格認證的外國留學生在實際的口語交際過程中詞匯的使用情況，本研究收集了30名具有漢語高級資格認證的外國學生在真實交際中的口語錄音樣本，通過統(tǒng)計分析的方法對他們在進行真實的口語交際時詞語的使用情況進行檢測，并得出一個可信的數(shù)值化的評分。 此次測試在借鑒了OPI模式的基礎(chǔ)上，在具體的設(shè)計結(jié)構(gòu)方面有所創(chuàng)新，并形成了自己的特點，比如，此次測試采用了半直接型口語測試，兼具了直接型口試與間接型口試的優(yōu)點，在一定程度上提高了測試的效度與信度；測試的時間比以往的各種口語測試都有所延長，平均每一位被測試者的錄音語言樣本在兩小時左右；測試的環(huán)境有所改變，與以往將口語測試的地點設(shè)置在教學用場所不同，此次測試的地點安排在快餐廳、咖啡館、公園、廣場、宿舍等真實的社會交際場所；被測試者的選擇具有廣泛性與代表性，即被測試者不止來自同一所中國高校，也不止來自同一個國家，，唯一的共同點就是他們都已經(jīng)獲得了HSK漢語高級水平資格認證；測試的話題廣泛，且貼近被測試者的真實生活，根據(jù)被測試者的國籍與性別的不同可以適時更改，避免了被測試者因為不了解相關(guān)的話題內(nèi)容或者完全不感興趣而導(dǎo)致口語輸出的不真實性。在做了諸多細致的設(shè)計與工作之后，整個測試按照計劃順利實施。最終的測試結(jié)果表明，在滿分為100分的前提下，被測試的30名學生的平均分數(shù)為88.21分。詞語的錯誤選擇及使用涵蓋了新HSK詞匯大綱中從一級到六級的全部范圍。僅從這一點就可以看出，雖然被測試者都具有漢語高級水平資格認證，但是88.21分的評分并不能令人滿意。經(jīng)過分析，測試中詞語使用在錯誤的類型上主要包括五個方面：詞語的詞性區(qū)分不清，例如動詞與形容詞區(qū)分不清，名詞與動詞區(qū)分不清等；近義詞與非近義詞的誤用；書面語詞及口語詞區(qū)分不清；詞語搭配不當，包括動賓搭配不當、主賓搭配不當、關(guān)聯(lián)詞搭配不當，還有定、狀、補與中心詞搭配不當?shù)�；關(guān)鍵表達詞語消失；造生詞。造成這些被測試者在實際的口語交際過程中頻繁出現(xiàn)錯誤的原因集中在漢語教材、教師及學生自身三個方面。但是總體而言，最主要的原因還是因為被測試者所學的詞在真實語境中的訓(xùn)練過少。正如先前筆者在采訪一些高級班留學生時，他們向筆者坦言，“自己能理解的詞語遠比會使用的詞語要多�！� 經(jīng)過歸納總結(jié)，筆者針對被測試者突顯出的種種問題，本文建議在對外漢語教學中注重近義詞的辨析、書面語詞與口語詞辨析；漢語教材應(yīng)注重交際的實用性及詞語的實用性；注重口語教學中詞匯教學；課后的作業(yè)與復(fù)習形式也應(yīng)當注重真實性語言交際的練習，提高漢語詞語的使用效率。
[Abstract]:Vocabulary learning is an integral part of language learning and an important foundation for the development of language skills. It builds up exactly what we want to express, just like bricks and bricks. If there is no grammar, you may be able to convey a little bit of information, but if there is no vocabulary, then nothing can be conveyed. In this study, 30 foreign students with advanced Chinese qualifications were collected to test their vocabulary usage in real communication, and a credible numerical score was obtained.
Based on the OPI model, the test has some innovations in the specific design structure and formed its own characteristics. For example, the test adopts the semi-direct oral test, which combines the advantages of direct oral test and indirect oral test, and improves the validity and reliability of the test to a certain extent. All previous oral tests have been extended, with each participant recording a language sample for about two hours on average; the test environment has changed, unlike the previous oral test in a teaching place, the location of the test is arranged in fast-food restaurants, cafes, parks, squares, dormitories and other real social interaction venues. The choice of the subjects is broad and representative, that is, the subjects are not only from the same Chinese university, but also from the same country, the only thing in common is that they have obtained HSK Chinese Advanced Level Qualification Certificate; the topics of the test are wide, and close to the real life of the subjects, according to the subjects. Nationality and gender differences can be changed in a timely manner to avoid the untruthfulness of oral output caused by the subjects'lack of knowledge of the relevant topics or their complete lack of interest. The average score of the 30 students was 88.21. The wrong choice and use of words covered the whole range from Level 1 to 6 in the new HSK vocabulary syllabus. There are five main types of errors in the use of words in the test: the part of speech of words is not clearly distinguished, such as verbs and adjectives, nouns and verbs are not clearly distinguished; synonyms and non-synonyms are misused; written words and spoken words are not clearly distinguished; improper collocation of words, including verb-object collocation, subject-object collocation is not correct. When, the conjunction collocation is improper, there are also fixed, adverbial, complement and the central word collocation is improper, key expressions disappear, new words are created. The subjects were undertrained in real-world contexts. As I told them earlier in interviews with senior students, they could understand far more words than they could use.
After summarizing and summarizing, the author suggests that in teaching Chinese as a foreign language, attention should be paid to the discrimination of synonyms, written words and spoken words, the practicality of communication and words in Chinese textbooks, the teaching of vocabulary in oral English, and the form of homework and review after class. When practicing authentic language communication, improve the efficiency of Chinese words.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2239439
[Abstract]:Vocabulary learning is an integral part of language learning and an important foundation for the development of language skills. It builds up exactly what we want to express, just like bricks and bricks. If there is no grammar, you may be able to convey a little bit of information, but if there is no vocabulary, then nothing can be conveyed. In this study, 30 foreign students with advanced Chinese qualifications were collected to test their vocabulary usage in real communication, and a credible numerical score was obtained.
Based on the OPI model, the test has some innovations in the specific design structure and formed its own characteristics. For example, the test adopts the semi-direct oral test, which combines the advantages of direct oral test and indirect oral test, and improves the validity and reliability of the test to a certain extent. All previous oral tests have been extended, with each participant recording a language sample for about two hours on average; the test environment has changed, unlike the previous oral test in a teaching place, the location of the test is arranged in fast-food restaurants, cafes, parks, squares, dormitories and other real social interaction venues. The choice of the subjects is broad and representative, that is, the subjects are not only from the same Chinese university, but also from the same country, the only thing in common is that they have obtained HSK Chinese Advanced Level Qualification Certificate; the topics of the test are wide, and close to the real life of the subjects, according to the subjects. Nationality and gender differences can be changed in a timely manner to avoid the untruthfulness of oral output caused by the subjects'lack of knowledge of the relevant topics or their complete lack of interest. The average score of the 30 students was 88.21. The wrong choice and use of words covered the whole range from Level 1 to 6 in the new HSK vocabulary syllabus. There are five main types of errors in the use of words in the test: the part of speech of words is not clearly distinguished, such as verbs and adjectives, nouns and verbs are not clearly distinguished; synonyms and non-synonyms are misused; written words and spoken words are not clearly distinguished; improper collocation of words, including verb-object collocation, subject-object collocation is not correct. When, the conjunction collocation is improper, there are also fixed, adverbial, complement and the central word collocation is improper, key expressions disappear, new words are created. The subjects were undertrained in real-world contexts. As I told them earlier in interviews with senior students, they could understand far more words than they could use.
After summarizing and summarizing, the author suggests that in teaching Chinese as a foreign language, attention should be paid to the discrimination of synonyms, written words and spoken words, the practicality of communication and words in Chinese textbooks, the teaching of vocabulary in oral English, and the form of homework and review after class. When practicing authentic language communication, improve the efficiency of Chinese words.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
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