研究用汉语水平分级测试方法对研究结果的影响  

The influence of different L2 Chinese proficiency measurements on the results of CSL research

作　　者：张海威 Zhang Haiwei

机构地区：[1]中央民族大学国际教育学院,100081

出　　处：《语言教学与研究》2018年第6期14-23,共10页Language Teaching and Linguistic Studies

基　　金：中央民族大学青年教师科研能力提升计划项目的支持

摘　　要：学界对教学用分级测试关注较多,对研究用分级测试研究很少。本文从两个角度探索了研究用分级测试。首先,本研究以《语言教学与研究》和《世界汉语教学》为样本,分析了研究用汉语水平分级测试方法的使用现状。结果发现研究者普遍参考自然班或学习时长划分语言水平,较少使用HSK、阅读测试、识字量测试等方法,且很多研究未报告语言水平分级方法。其次,基于调查结果,以语音意识和声旁意识为例,探讨了不同分级测试方法对研究结果的影响。结果发现,以HSK测试为标准的划分方法更能揭示不同水平组别之间的差异。本研究有助学界深入了解研究用汉语水平分级测试方法对研究结果的影响,对研究用汉语水平分级测试方法的使用和开发有积极的启示意义。Measurements of L2 Chinese Proficiency have been less studied by CSL researchers. This study explored this topic from two perspectives. First, measurements of L2 Chinese proficiency in studies published in Yuyan Jiaoxue Yu Yanjiu and Shijie Hanyu Jiaoxue were investigated. The results revealed that （1） language-program enrolment and the length of L2 Chinese learning were the most popular methods, （2） few studies utilized HSK, reading test or Hanzi recognition test, and （3） a large number of studies did not specify the measurements of L2 Chinese proficiency. In addition, this study explored the influence of five different measurements of L2 Chinese proficiency on the research results, drawing on data from 40 English-speaking CSL learners. HSK test was found to be the most robust method to reveal the differences in measured variables （phonological awareness and phonetic radical awareness） between groups at pre-intermediate and intermediate levels. The results are important for our understanding of and the development of the L2 Chinese proficiency test in CSL research.

关 键 词：分级测试 HSK 识字量测试 语音意识 声旁意识 

分 类 号：H195[语言文字—汉语]