汉语作为第二语言学习者量词掌握模式诊断研究

发布时间：2018-10-08 18:05

【摘要】： 随着人们对教育的反馈与矫正功能的日益关注,诊断性的测验和诊断性的分数报告逐渐得到开发和应用。规则空间模型运用统计模型识别技术,根据被试在测验的各个题目上的实际作答反应,推断其内在认知属性掌握情况,并对其相关知识状态进行诊断。时至目前,规则空间模型已在各种学科领域包括语言测试领域的知识或技能的测验中得到应用,特别值得一提的是,近两、三年来,规则空间模型在汉语作为第二语言的测试领域的应用研究已经取得了一定的研究成果(徐式婧,2007;李小兰,2008;王静,2008)。有关汉语词汇的研究在现代汉语本体、对外汉语教学、汉语作为第二语言词汇习得过程、语料库语言学等研究领域均取得了一定的研究成果,如果能把这些研究成果引入到汉语作为第二语言的测试领域,与新一代的测量理论相结合,编制出旨在了解母语非汉语学习者汉语词汇掌握情况的诊断性测验并提供出相应的诊断性分数报告,将会为汉语作为第二语言的教学特别是词汇教学提供更为充分的和更为有价值的反馈信息。在本研究中,我们将现代汉语、对外汉语教学、汉语作为第二语言词汇习得过程、语料库语言学等研究领域关于量词的一些研究成果与规则空间模型(RSM)理论和方法相结合,从“汉语水平词汇与汉字等级大纲”中选出了26个量词编制了一份汉语作为第二语言的“量词认知测验”,并对289名汉语学习者施测。根据测试结果,我们运用RSM的分类诊断功能成功地将95.16%的被试进行了归类并对他们的汉语量词的认知模式做出了判别,最终提供出了关于他们的汉语量词掌握情况的诊断性报告。此外,我们还进一步探讨了测验质量、被试水平、被试是否属于“汉字圈”等因素对研究结果可能造成的影响。最后我们得出结论:我们运用汉语本体研究、对外汉语教学研究、习得研究等方面的研究成果和RSM来编制语言测验的尝试是成功的,我们希望本研究的结果能够为进一步开发各种具有诊断性评价功能的、针对特定的语言知识和语言技能的测验提供有益的参考依据。
[Abstract]:With the increasing attention to the feedback and correction function of education, diagnostic tests and diagnostic score reports have been gradually developed and applied. The rule space model uses the statistical model recognition technology, according to the subjects' actual response on each topic of the test, infer its inherent cognitive attribute grasp, and diagnose its related knowledge state. Up to now, rule-space models have been applied to the testing of knowledge or skills in various disciplines, including language testing, especially in the last two or three years. The application of rule space model in the field of testing Chinese as a second language has made some achievements (Xu Shijing 2007; Bruce Lee 2008; Wang Jing 2008). The research on Chinese vocabulary has made some achievements in modern Chinese ontology, teaching Chinese as a foreign language, the process of Chinese vocabulary acquisition as a second language, corpus linguistics and so on. If we can introduce these results into the field of testing Chinese as a second language and combine them with the new generation of measurement theories, A diagnostic test designed to understand the Chinese vocabulary mastery of non-native Chinese learners was developed and a corresponding diagnostic score report was provided. It will provide more full and valuable feedback for the teaching of Chinese as a second language, especially for vocabulary teaching. In this study, we combine modern Chinese, teaching Chinese as a foreign language, Chinese as a second language vocabulary acquisition process, corpus linguistics and other fields of research on quantifiers with the rule space model (RSM) theory and method. From the outline of Chinese level Vocabulary and Chinese characters, 26 classifiers were selected to compile a measure word Cognitive Test for Chinese as a second language, and 289 Chinese learners were tested. According to the test results, we successfully classified 95.16% of the subjects by using the classification and diagnosis function of RSM and made a judgment on their cognitive patterns of Chinese quantifiers. Finally, a diagnostic report on their knowledge of Chinese quantifiers is provided. In addition, we also explore the possible effects of the quality of the test, the level of the subjects, and whether the subjects belong to the "Chinese character circle" on the results of the study. Finally, we come to the conclusion that we have successfully applied the research results of Chinese ontology, foreign language teaching, acquisition research and RSM to compile the language test. We hope that the results of this study can provide a useful reference for the further development of various tests with diagnostic evaluation function aimed at specific language knowledge and language skills.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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