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
发布时间：2019-03-08 20:27
【摘要】：制定汉语作为第二语言的能力标准的主要任务之一是使用"能做(can-do)"描述来刻画语言水平。通过能做描述语的任务难度研究可以把语言能力标准中的描述语分派到不同的语言水平等级中去,从而完成水平等级与描述语难度之间的对应。本文以中级口语能力标准中的描述语任务难度研究为例,阐述了描述语任务难度研究的理论、方法与过程。我们请教师依据量表对443名中级水平留学生的口语能力进行评价,并使用项目反应理论中的多级计分Rasch模型(RSM)对52条描述语的任务难度进行估算。结果表明,描述语任务难度适中且分布均匀,区分性良好,但难度分布范围略小于学生能力值分布范围,出现了一定的"天花板"效应。我们依据难度估算结果,将52条描述语划分为中级高和中级低两档,初步实现了与欧洲语言共同参考框架(CEFR)的兼容。
[Abstract]:One of the main tasks of developing the ability standard of Chinese as a second language is to use "can-do" description to describe the language level. Through the study of task difficulty which can be used as descriptive language, we can assign the descriptive language in the standard of language competence to different levels of language level, so as to complete the correspondence between the level and the difficulty of descriptive language. This paper illustrates the theory, method and process of descriptive task difficulty study by taking the study of task difficulty of descriptive language as an example in the standard of intermediate oral proficiency. We asked teachers to evaluate the oral ability of 443 middle-level international students according to the scale, and to estimate the task difficulty of 52 descriptors by using the multi-level score Rasch model (RSM) in the item response theory. The results show that the difficulty of descriptive task is moderate and the distribution is uniform and the discrimination is good, but the difficulty distribution range is a little smaller than that of students' ability value, and there is a certain "ceiling" effect. According to the result of difficulty estimation, we divide 52 descriptors into intermediate high and intermediate low, and realize the compatibility with European language Common reference Framework (CEFR).
【作者单位】： 北京语言大学汉语水平考试中心;
【基金】：国家社科基金重大项目(12&ZD173);国家社科基金青年项目(12CYY028) 教育部人文社科重点研究基地重大项目(06JJD740005)的支持
【分类号】：H195
[Abstract]:One of the main tasks of developing the ability standard of Chinese as a second language is to use "can-do" description to describe the language level. Through the study of task difficulty which can be used as descriptive language, we can assign the descriptive language in the standard of language competence to different levels of language level, so as to complete the correspondence between the level and the difficulty of descriptive language. This paper illustrates the theory, method and process of descriptive task difficulty study by taking the study of task difficulty of descriptive language as an example in the standard of intermediate oral proficiency. We asked teachers to evaluate the oral ability of 443 middle-level international students according to the scale, and to estimate the task difficulty of 52 descriptors by using the multi-level score Rasch model (RSM) in the item response theory. The results show that the difficulty of descriptive task is moderate and the distribution is uniform and the discrimination is good, but the difficulty distribution range is a little smaller than that of students' ability value, and there is a certain "ceiling" effect. According to the result of difficulty estimation, we divide 52 descriptors into intermediate high and intermediate low, and realize the compatibility with European language Common reference Framework (CEFR).
【作者单位】： 北京语言大学汉语水平考试中心;
【基金】：国家社科基金重大项目(12&ZD173);国家社科基金青年项目(12CYY028) 教育部人文社科重点研究基地重大项目(06JJD740005)的支持
【分类号】：H195
【参考文献】
相关期刊论文 前3条
1 杨惠中;朱正才;方绪军;;英语口语能力描述语因子分析及能力等级划分——制定语言能力等级量表实证研究[J];现代外语;2011年02期
2 王佶e，
本文编号：2437182
本文链接：https://www.wllwen.com/wenyilunwen/hanyulw/2437182.html
