基于OPI的高级汉语学生的词汇测试及分析

发布时间：2018-09-12 15:20

【摘要】：词汇的学习是语言学习中不可或缺的有机组成部分，是发展语言技能的重要基础之一。它就如同一砖一瓦那样将我们所要表达的内容准确地构建出来。正如英语语言学家George W. Wilkins（1972）在其《语言教学中的语言学》一书中指出：“如果没有语法，你或许还可以传达一点信息，但是如果没有词汇，那就什么信息也传达不了了。”在日常的口语交际中，使用词汇表达准确的信息是非常重要的。为了调查具有汉语高级水平资格认证的外国留学生在实际的口语交际过程中词汇的使用情况，本研究收集了30名具有汉语高级资格认证的外国学生在真实交际中的口语录音样本，通过统计分析的方法对他们在进行真实的口语交际时词语的使用情况进行检测，并得出一个可信的数值化的评分。此次测试在借鉴了OPI模式的基础上，在具体的设计结构方面有所创新，并形成了自己的特点，比如，此次测试采用了半直接型口语测试，兼具了直接型口试与间接型口试的优点，在一定程度上提高了测试的效度与信度；测试的时间比以往的各种口语测试都有所延长，平均每一位被测试者的录音语言样本在两小时左右；测试的环境有所改变，与以往将口语测试的地点设置在教学用场所不同，此次测试的地点安排在快餐厅、咖啡馆、公园、广场、宿舍等真实的社会交际场所；被测试者的选择具有广泛性与代表性，即被测试者不止来自同一所中国高校，也不止来自同一个国家，，唯一的共同点就是他们都已经获得了HSK汉语高级水平资格认证；测试的话题广泛，且贴近被测试者的真实生活，根据被测试者的国籍与性别的不同可以适时更改，避免了被测试者因为不了解相关的话题内容或者完全不感兴趣而导致口语输出的不真实性。在做了诸多细致的设计与工作之后，整个测试按照计划顺利实施。最终的测试结果表明，在满分为100分的前提下，被测试的30名学生的平均分数为88.21分。词语的错误选择及使用涵盖了新HSK词汇大纲中从一级到六级的全部范围。仅从这一点就可以看出，虽然被测试者都具有汉语高级水平资格认证，但是88.21分的评分并不能令人满意。经过分析，测试中词语使用在错误的类型上主要包括五个方面：词语的词性区分不清，例如动词与形容词区分不清，名词与动词区分不清等；近义词与非近义词的误用；书面语词及口语词区分不清；词语搭配不当，包括动宾搭配不当、主宾搭配不当、关联词搭配不当，还有定、状、补与中心词搭配不当等；关键表达词语消失；造生词。造成这些被测试者在实际的口语交际过程中频繁出现错误的原因集中在汉语教材、教师及学生自身三个方面。但是总体而言，最主要的原因还是因为被测试者所学的词在真实语境中的训练过少。正如先前笔者在采访一些高级班留学生时，他们向笔者坦言，“自己能理解的词语远比会使用的词语要多。” 经过归纳总结，笔者针对被测试者突显出的种种问题，本文建议在对外汉语教学中注重近义词的辨析、书面语词与口语词辨析；汉语教材应注重交际的实用性及词语的实用性；注重口语教学中词汇教学；课后的作业与复习形式也应当注重真实性语言交际的练习，提高汉语词语的使用效率。
[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.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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