新HSK六级阅读部分选词填空题受试答题过程内省法研究
发布时间：2019-02-14 10:35
【摘要】：选词填空题是新HSK六级的必考题目，对于选词填空题究竟考察了受试的什么能力，它的测量目的尚不够清晰，而新HSK考试大纲的解释也比较笼统和模糊，笔者认为想要知道选词填空题究竟考查了什么能力，有必要深入了解其答题过程，因此本文采用内省法对受试在解答新HSK六级选词填空题时的思维过程进行研究。 本研究集中于两个方面：信息来源和策略。研究的主要问题是：1）受试运用到哪些信息？如何运用这些信息？2）受试运用到哪些策略？如何运用这些策略?3）高水平和低水平的受试在运用这些信息和策略时是否存在差异？如果是，存在哪些差异？为了回答以上问题，本研究采用共时内省法研究了12名重庆大学国际汉语教育硕士学位的泰国留学生在解答新HSK六级选词填空题时的心理过程。 通过对受试口述报告的分析，提出了选词填空题答题过程的分析框架，，并运用该框架对受试的口述报告进行分析与归类，主要得出以下结论： 第一，受试在答题过程中运用了四种信息：分句层次信息、句子层次信息、语篇层次信息和语篇外信息。且这四种答题信息所占比例由高到低依次为分句层次信息、语篇层次信息、句子层次信息和语篇外信息。 第二，受试在答题过程中运用到了12种策略。这些策略可归为三类：认知策略、元认知策略和应试策略。高水平的受试倾向于应用元认知策略，低水平的受试更依赖应试策略。在应试策略中，受试对回避策略运用的频率最高，而且多数的运用是成功的，这也对于选词填空题的效度提出了质疑。 第三，高水平的受试和低水平的受试在信息和策略运用上存在不同。水平高的受试比水平低的受试在答题过程中运用到了更多的信息和策略。通过对口述报告的进一步分析发现，高水平的受试的信息加工和策略运用以语篇、语境为主，而低水平的受试主要以单词和片段为主。 基于以上研究结果，本文尝试为新HSK六级的选词填空题型的设计和对外汉语的教与学提出一些参考性的意见和建议，并为内省法在其他测试题型研究中的运用提供理论和方法上的借鉴。
[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.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
本文编号：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.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195
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