CEFR之A2級華語文互動能力電腦化試題研發

Research and Development in the CEFR A2 level Chinese Interactive Competence Computer-Based Tests

林淑珠(Lin Shuzhu)

指導教授 ： 郭伯臣

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2009年)

摘要

本研究目的是依據CEFR華語文能力指標（scaled descriptors）研發適合L2學習者使用的華語文能力電腦化測驗，同時藉由學習者在互動能力的表現分析，探討變項因素與L2學習者語言能力表現之間的關係。研究結果歸納如下：
一、 依據CEFR華語文能力指標並針對不同的對象與目的進行測驗研發，能科學的檢測出華語文學習者的互動溝通能力。
二、 試題經過專家學者修審及施測後，具有良好的內容效度與信度。
三、 測驗結果經IRT分析，為難易適中具有鑑別度的測驗題目。
四、 在相關研究部分：
1. 學習者在表達、理解、互動、轉述等的能力表現，彼此之間有顯著相關。
2. 在性別方面，女生的聽力表現優於男生，但在閱讀表現上無顯著差異。
3. 在家「會」說或聽（到）中文的聽力表現優於在家「不會」說或聽（到）中文的，但在閱讀表現上無顯著差異。
4. 年級方面，10年級的聽力表現優於9年級， 9年級的聽力表現優於7年級， 7年級的閱讀表現優於8年級， 其他則無顯著差異。
5. 「曾」或「未曾」住過L2地區方面，曾住過L2地區的在聽力表現上較好，且曾住過中國大陸的表現優於香港。在閱讀表現上，曾住過中國大陸和未曾住過L2地區優於住過香港， 其他則無顯著差異。
6. 種族方面，華人的聽力表現最好，但在閱讀表現上各種族之間無顯著差異。
7. 父親的教育程度方面，以高中以下的在聽力表現最好，高中和大學則優於大學以上者。母親的教育程度方面，高中以下、高中和大學者在聽力表現上優於大學以上者。但父母親教育程度的高低在閱讀表現上則無顯著差異。
8. 在年齡方面， 15歲和16歲以上者在聽力與閱讀方面皆優於14歲以下者。

關鍵字

CEFR ； 互動能力 ； 華語文能力指標 ； 電腦化測驗

並列摘要

Abstract
The aim of the research is based on the CEFR Chinese competence index （scaled descriptors）to develop the Chinese competence computerized tests for the L2 learners. In the meanwhile, by the performance analysis of interactive competence among the learners, we explore the differences between the L2 learners under the related factors. The results of the research are concluded as followed:
I. According to the Chinese competence index and aiming at the various objects and goals to process the test research and development, we can test out scientically the interactive communicative competence of Chinese learners.
II. The test contents which are revised and conducted by the experts and scholars have the remarkable content validity and reliability.
III. Analyzing items with IRT, the mean of discrimination and difficulty are moderate.
IV. On the related research:
1. There are obvious relations between learners on the productive, receptive, interactive and mediating aspects.
2. On the sexes, the girls have better performance than the boys on listening; while there are no apparent differences on the reading.
3. The testees speaking or listening to Chinese at home are superior in listening to the ones who don’t speak or listen to Chinese at home; however, there are no obvious differences on reading performance.
4. On the grades, the listening presentation of the tenth-grade students are better than the ninth-graders’. The ninth-graders’ are better than the seventh-graders’. The seventh-graders’ are superior to the eighth-graders’. Others show no obvious differences.
5. On “have been or have not been to the L2 areas”, the testees who have stayed in L2 areas have the better performances and the Mainlanders are superior to the Hong Kong testees. On the reading presentation, the testees who have stayed in Mainland China and in the L2 areas have better performances than the Hong Kong testees. Others show no obvious differences.
6. On races, the Chinese people have the best outcome on listening; nevertheless, it shows no obvious differences on the reading among other races.
7. On the education level of the fathers, the testees whose fathers have educations below the senior high schools have the best performance on listening and the testees whose fathers have the senior high schools and college education have better results than the ones whose fathers have higher educations. On the mothers’ education level, the testees whose mothers have educations below senior high schools, senior high schools and college education have better performance than the ones whose mothers have higher educations. However, the parents’ educations show no influences on reading.
8. On the ages, the testees who are aged over fifteen and sixteen have better performance on listening and reading than the ones below fourteen.

並列關鍵字

CEFR ； interactive competenc ； Chinese competence index scaled descriptors ； Computer-based tes

參考文獻

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