新HSK六級閱讀部分選詞填空題受試答題過程內省法研究
發(fā)布時間：2019-02-14 10:35
【摘要】：選詞填空題是新HSK六級的必考題目，對于選詞填空題究竟考察了受試的什么能力，它的測量目的尚不夠清晰，而新HSK考試大綱的解釋也比較籠統(tǒng)和模糊，筆者認為想要知道選詞填空題究竟考查了什么能力，有必要深入了解其答題過程，因此本文采用內省法對受試在解答新HSK六級選詞填空題時的思維過程進行研究。 本研究集中于兩個方面：信息來源和策略。研究的主要問題是：1）受試運用到哪些信息？如何運用這些信息？2）受試運用到哪些策略？如何運用這些策略?3）高水平和低水平的受試在運用這些信息和策略時是否存在差異？如果是，存在哪些差異？為了回答以上問題，本研究采用共時內省法研究了12名重慶大學國際漢語教育碩士學位的泰國留學生在解答新HSK六級選詞填空題時的心理過程。 通過對受試口述報告的分析，提出了選詞填空題答題過程的分析框架，，并運用該框架對受試的口述報告進行分析與歸類，主要得出以下結論： 第一，受試在答題過程中運用了四種信息：分句層次信息、句子層次信息、語篇層次信息和語篇外信息。且這四種答題信息所占比例由高到低依次為分句層次信息、語篇層次信息、句子層次信息和語篇外信息。 第二，受試在答題過程中運用到了12種策略。這些策略可歸為三類：認知策略、元認知策略和應試策略。高水平的受試傾向于應用元認知策略，低水平的受試更依賴應試策略。在應試策略中，受試對回避策略運用的頻率最高，而且多數(shù)的運用是成功的，這也對于選詞填空題的效度提出了質疑。 第三，高水平的受試和低水平的受試在信息和策略運用上存在不同。水平高的受試比水平低的受試在答題過程中運用到了更多的信息和策略。通過對口述報告的進一步分析發(fā)現(xiàn)，高水平的受試的信息加工和策略運用以語篇、語境為主，而低水平的受試主要以單詞和片段為主。 基于以上研究結果，本文嘗試為新HSK六級的選詞填空題型的設計和對外漢語的教與學提出一些參考性的意見和建議，并為內省法在其他測試題型研究中的運用提供理論和方法上的借鑒。
[Abstract]:Choosing words to fill in blanks is a required question of the new HSK level 6. Its measuring purpose is not clear enough to investigate the ability of the test subjects, and the explanation of the new HSK examination outline is also general and vague. The author thinks that in order to know the ability of filling in the blanks, it is necessary to deeply understand the process of answering the questions. Therefore, this paper adopts introspection method to study the thinking process of the subjects in solving the blanks in the new HSK. This study focuses on two aspects: information sources and strategies. The main questions of the study are: 1) what information are used by the subjects? How to use this information? 2) what strategies are used by the subjects? How to use these strategies? 3) are there any differences between high and low level subjects in using these information and strategies? If so, what are the differences? In order to answer the above questions, this study studied the psychological process of 12 Thai students with Master's degree in International Chinese Education from Chongqing University in answering the blanks of the new HSK level 6 words by using the synchronic introspection method. Based on the analysis of the oral report of the subjects, this paper puts forward an analytical framework for the process of filling in the blanks, and uses the framework to analyze and classify the oral reports of the subjects. The main conclusions are as follows: first, The subjects used four kinds of information in the process of answering questions: sentence level information, text level information and extracurricular information. The proportion of the four kinds of answer information from high to low is clause level information, discourse level information, sentence level information and extra-text information. Second, the subjects applied 12 strategies in the process of answering questions. These strategies can be classified into three categories: cognitive strategies, metacognitive strategies and examination-oriented strategies. High-level subjects tend to use metacognitive strategies, and low-level subjects rely more on examination-oriented strategies. Among the examination-oriented strategies, the most frequently used avoidance strategies were used successfully, which also questioned the validity of filling in the blanks. Third, there are differences in information and strategy application between high-level subjects and low-level subjects. Higher-level subjects use more information and strategies than low-level subjects in the process of answering questions. Through further analysis of the oral report, it is found that the information processing and strategy application of the high level subjects are mainly discourse and context, while the low level subjects are mainly composed of words and fragments. Based on the above research results, this paper attempts to put forward some suggestions and suggestions for the design of the new HSK level 6 word selection question type and the teaching and learning of Chinese as a foreign language. It also provides theoretical and methodological reference for the application of introspection method in other test research.
【學位授予單位】：重慶大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
本文編號：2422129
[Abstract]:Choosing words to fill in blanks is a required question of the new HSK level 6. Its measuring purpose is not clear enough to investigate the ability of the test subjects, and the explanation of the new HSK examination outline is also general and vague. The author thinks that in order to know the ability of filling in the blanks, it is necessary to deeply understand the process of answering the questions. Therefore, this paper adopts introspection method to study the thinking process of the subjects in solving the blanks in the new HSK. This study focuses on two aspects: information sources and strategies. The main questions of the study are: 1) what information are used by the subjects? How to use this information? 2) what strategies are used by the subjects? How to use these strategies? 3) are there any differences between high and low level subjects in using these information and strategies? If so, what are the differences? In order to answer the above questions, this study studied the psychological process of 12 Thai students with Master's degree in International Chinese Education from Chongqing University in answering the blanks of the new HSK level 6 words by using the synchronic introspection method. Based on the analysis of the oral report of the subjects, this paper puts forward an analytical framework for the process of filling in the blanks, and uses the framework to analyze and classify the oral reports of the subjects. The main conclusions are as follows: first, The subjects used four kinds of information in the process of answering questions: sentence level information, text level information and extracurricular information. The proportion of the four kinds of answer information from high to low is clause level information, discourse level information, sentence level information and extra-text information. Second, the subjects applied 12 strategies in the process of answering questions. These strategies can be classified into three categories: cognitive strategies, metacognitive strategies and examination-oriented strategies. High-level subjects tend to use metacognitive strategies, and low-level subjects rely more on examination-oriented strategies. Among the examination-oriented strategies, the most frequently used avoidance strategies were used successfully, which also questioned the validity of filling in the blanks. Third, there are differences in information and strategy application between high-level subjects and low-level subjects. Higher-level subjects use more information and strategies than low-level subjects in the process of answering questions. Through further analysis of the oral report, it is found that the information processing and strategy application of the high level subjects are mainly discourse and context, while the low level subjects are mainly composed of words and fragments. Based on the above research results, this paper attempts to put forward some suggestions and suggestions for the design of the new HSK level 6 word selection question type and the teaching and learning of Chinese as a foreign language. It also provides theoretical and methodological reference for the application of introspection method in other test research.
【學位授予單位】：重慶大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195
【參考文獻】
相關期刊論文 前10條
1 文秋芳,王立非;中國英語學習策略實證研究20年[J];外國語言文學;2004年01期
2 任筱萌;中國漢語水平考試(HSK)的回顧、現(xiàn)狀與展望[J];漢語學習;2001年02期
3 鹿士義,余嘉元;當前HSK中若干值得進一步研究的課題探討[J];漢語學習;2003年04期
4 黃春霞;;第二語言學習者專業(yè)背景對HSK閱讀成績影響的項目功能差異檢驗[J];考試研究;2011年05期
5 張瑞芳;楊伊生;;留學生漢語學習焦慮與HSK考試成績的相關分析[J];內蒙古師范大學學報(自然科學漢文版);2011年02期
6 王路江;;中國漢語水平考試(HSK)的改革與發(fā)展——在世界漢語大會第二分會的主題發(fā)言[J];世界漢語教學;2005年03期
7 黃理兵;郭樹軍;;HSK閱讀理解試題的語料和命題[J];世界漢語教學;2008年02期
8 高曉瑩;辜向東;;集庫式完型填空答題過程的Qg省法研究(英文)[J];Teaching English in China;2008年04期
9 王海貞;;內省法在二語口語測試研究中的應用(英文)[J];Teaching English in China;2009年01期
10 鄭宇靜;辜向東;;長對話多項選擇聽力測試題結構效度的追述法研究(英文)[J];Teaching English in China;2009年06期
本文編號：2422129
本文鏈接：http://sikaile.net/wenyilunwen/hanyulw/2422129.html
