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汉语口语句法复杂度发展测评中基准型指标的应用方法研究 / 韩笑, 冯丽萍
// 世界汉语教学 no. 4(2017) tr 542-559 二语口语句法复杂度测评是二语能力发展与测评研究的一个重要维度,但目前汉语中采用实证方法,对体现汉语语法特点的基准型指标的研究较少。本研究采集了6名母语为英语的汉语二语学习者从初级到中级阶段的纵向语料,采用数据统计和语料分析相结合的方法,考察了他们口语表达中基准型指标的表现与发展,分类分析了基准型指标在口语能力发展研究中的测算方法及各种方法的适用条件。研究发现,应根据口语发展中各种语料的出现情况综合运用统计检验、效应量分析、累积类型数、首现时间等不同的测算方法;未来应将测量指标的通用性和敏感性结合,将认知神经科学研究成果、先进技术与二语能力测评结合,在利用效应量与同类研究充分比较的基础上,探寻对不同发展阶段、不同条件下学习者语言发展更敏感的测量方法和测量指标。
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汉语能力标准的描述语任务难度研究——以中级口语能力量表为例 = A Study on the Task Difficulties of Chinese as a Second Language Proficiency Guidelines: A Case Study of the Oral Proficiency Scale of the Intermediate Level. / Wang Jimin.
// Shijie Hanyu Jiaoxue. 2013, Vol. 27. 413-423 p. One of the main tasks to develop the Chinese as a second language proficiency guidelines is to use‘can-do’descriptions to portray language proficiency levels. Through a study of the difficulties of the tasks,we can put the descriptors into different levels. In turn we can make correspondence between the levels of learners’language proficiency and the difficulties of tasks. This article concerns the theory,method and process of studies on task difficulties. We invite teachers to evaluate 443 students’speaking ability based on the oral proficiency scale of the intermediate level,and use the RSM model to estimate the 52 descriptors. The results show that the difficulties of these descriptors are moderate and evenly distributed,but the range of descriptor difficulties is slightly narrower than that of students’ability. According to this finding,we divide the 52 descriptors into two ranks,respectively named intermediate-high and intermediate-low,so as to render the scale compatible with the CEFR.
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第二语言口语认知流利性对口语能力的预测作用 = Predictive Power of L2 Oral Cognitive Fluency to L2 Oral Competence / 胡伟杰, 王建勤
// Chinese Teaching in the World vol. 31, no. 1 (2017).
// 世界汉语教学 vol. 31, no. 1 (2017). 105-115 p. This study explores the predictive power of L2 oral cognitive fluency to L2 oral competence with reference to the predictive power of L2 oral performance fluency.Fifty L2 Chinese learners from Korea were asked to complete four tasks,namely,sentences construction,categorical judgment,picture description and oral production.The former two tasks were designed to collect data for two cognitive fluency indicators-Reaction Time of Sentence Construction and Attention Shift Cost,while the latter two to collect data for two performance fluency indicators-Speech Rate and Mean Length of Utterances.The results of hierarchical regression analysis indicate that cognitive fluency significantly improves the predictive power to L2 oral competence and bears a much higher degree of contribution in prediction than performance fluency
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