新旧HSK最高级听力测试试题比较研究

发布时间：2018-04-24 03:14

本文选题：旧HSK + 新HSK　；参考：《南京大学》2012年硕士论文

【摘要】：汉语水平考试(HSK)是国家级考试,是专为母语非汉语者设计的标准化语言考试(刘英林,2008)。HSK最初是由北京语言大学汉语水平考试中心研制,一直施行至今。2009年11月,国家汉办又正式推出新汉语水平考试(简称新HSK,此前北语开发的HSK简称旧HSK)。新旧HSK两种测试并行且皆已成为对外汉语测试的权威。为满足汉语教学工作者和学习者了解新旧HSK考试异同的需求,同时为了新旧HSK测试本身的不断完善,本文在对新旧HSK测试体系进行宏观对比的基础上,以听力技能测试为微观切入点,选取2010年10月旧HSK(高等)试题和新HSK(六级)样题的听力测试部分为研究对象,从多个角度发掘了这两个听力测试试题的异同,弥补了新旧HSK对比领域的空白。本文由四个部分构成：在绪论部分,作者阐明了本研究的重要意义、研究设计和方法以及文献综述,其中文献综述部分介绍了听力理解的实质、听力能力的内涵、影响听力理解的因素以及听力测试研究现状。第二部分是对新旧HSK测试体系框架性因素的宏观对比部分,主要从理论基础、考试原则、主要依据、词汇大纲、最高级试卷构成五个方面分别对新旧HSK进行了介绍和分析,结果显示：(1)旧HSK遵循“考教分离”的原则,新HSK遵循“考教结合”的原则；(2)旧HSK总体属于心理测量—结构主义测试体系,新HSK考试的设计理念是突出交际能力。(3)旧HSK的制定严格以《汉语水平等级标准和等级大纲》为主要依据,建立在我国四年制对外汉语专业水平之上,难度大；新HSK参考《国家汉语能力标准》,以交际性、任务型语言任务为特色。(4)新HSK词汇大纲的词汇量较小,词汇等级循序渐进,旧HSK每一等级词汇量要求弹性大,词汇下限高；旧HSK书面词汇过多,词汇更新慢,新HSK增加口语词汇和新词；新HSK词汇依据交际需求分级；旧HSK词条切分实用性不够,而新HSK词条划分欠缺科学性。(5)新旧HSK最高级试卷中,旧HSK题量大,题型变换频繁,新HSK题量少,题型较整齐；新HSK听力和口试比重增加,综合型试题增加。第三部分对旧HSK(高等)与新HSK(六级)样卷的听力部分进行了对比,主要从题型、命题角度、与考试大纲的吻合程度、文本难度四个方面展开,结论如下：(1)旧HSK题型设计更合理,对高级听力技能的考察更深入。(2)新旧HSK技能覆盖广泛,但写题的层次性都有待改进。(3)直接意义层面的理解技能占主导比例,间接理解能力尤其是社会语用交际能力考察过少。新HSK相对更重视间接社会语用能力。新旧对话都缺乏主旨纲要领会能力的测试。新旧HSK技能分布都应更均衡。(4)新HSK很多干扰项编写无效。(5)新旧HSK话题广泛,新HSK话题特点体现为常识性、多样性、趣味性和宣传性,交际性、实用性较强,旧HSK话题注重语言、思维和知识水平的衡量,话题难度更大。(6)新HSK听力试题与考试大纲的吻合程度和文本难度都低于旧HSK。综合以上两部分,作者在第四部分总结出研究结果：(1)新旧HSK考试原则、主要对象、命题依据等因素的不同决定了两者在试题设计、大纲要求、话题特点和试题难度等方面的差异；(2)在题型、试题编写、话题类型、与考试大纲吻合程度、文本难度方面,旧HSK最高级听力整体上都比新HSK体现出更高的成熟度或难度；(3)新HSK也体现出先进之处,如综合型试题的增加,大纲词汇选取和分级更符合交际需求,听力话题更具交际性、趣味性,试题更注重高级语用听力能力的考察,这些都充分体现了新HSK侧重交际性和鼓励性的特点。(4)新旧HSK听力测试都存在一些共同的缺陷,包括听力技能分布不够均衡,单篇材料写题的层次性不够,间接意义理解能力考察不足,直接意义理解层面的主旨纲要领会能力考察也未得到重视等,与考试大纲吻合程度偏低,尤其缺乏对成语、俗语或惯用语理解能力的考核。最后,作者针对未来汉语听力测试的研制和汉语听力教学两方面提出相应建议,并总结了研究的创新点和可持续研究之处。
[Abstract]:The Chinese level examination is a national test , which is a standardized language test designed for non - Chinese native speakers ( Liu Yinglin , 2008 ) . It was originally developed by the Chinese Level Examination Center of the Beijing Language University . So far , in November 2009 , Hanban officially launched a new Chinese level test ( called the new one in the new Chinese language ) , which was called the old one . Both tests in the new and old are parallel and have become the authority of the Chinese test of the outside world .

In order to meet the needs of Chinese teaching workers and learners to understand the similarities and differences between the old and old Chinese students , and to perfect the test itself , this paper takes the hearing skill test as the micro - entry point based on the macro - contrast of the new and old test system , and finds out the similarities and differences between the two hearing test questions from various angles , and makes up for the blank in the new and old test field .

This paper consists of four parts : In the introduction part , the author expounds the significance , research design and method of this research and the literature review , in which the article summarizes the essence of listening comprehension , the connotation of listening ability , the factors that affect listening comprehension and the current situation of hearing test .
( 2 ) It is the psychological measurement - structuralism test system , the design idea of the new test is to emphasize the communicative competence . ( 3 ) The development of the old is based on the standard and the level outline of the Chinese standard , which is based on the standard of Chinese standard and the level outline , and it is very difficult to establish the four - year foreign language teaching level in China .
( 4 ) The vocabulary level is small , the vocabulary level is gradual , and the vocabulary level of the old is large , and the lower limit of the vocabulary is high ;
There are too many written vocabulary words in the old , the slower the vocabulary is , and the new words are added with the new words .
According to the classification of communication demand , the vocabulary of the new key words is classified according to the communication demand ;
( 5 ) In the most advanced test papers of the new and old Chinese , the numbers of the old and the old are large , the question - type transformation is frequent , the number of new questions is less , the question pattern is neat ;
The proportion of hearing and oral test in the new test is increased , and the comprehensive test question is increased .

In the third part , the author compares the listening parts of the old Chinese ( advanced ) and the new ( 6 ) samples . The conclusion is as follows : ( 1 ) It is more reasonable to study the degree of conformity of the test outline and the difficulty of the text .

Based on the above two parts , the author summarizes the research results in the fourth part : ( 1 ) the differences between the test questions design , the outline requirements , the topic characteristics and the difficulty of the test questions are decided by the different factors such as ( 1 ) the principle of the new and the old , the main object , the proposition basis and so on ;
( 2 ) In question - type , test - test - writing , topic type , the degree of conformity with examination outline and the difficulty of text , the most advanced hearing in the old is higher maturity or difficulty than the new one .
( 4 ) There are some common defects , including insufficient distribution of listening skills , insufficient level of writing of single material , lack of attention , etc .

Finally , the author puts forward some suggestions on the development of Chinese listening test in the future and the two aspects of Chinese listening teaching , and summarizes the research innovation points and the sustainable research .

【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】