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  • 學位論文

華語文初級理解能力電腦化試題研發

Developing Computerized Tests of Chinese Language Receptive Ability for Level A2

指導教授 : 劉湘川
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摘要


語文理解能力關係著知識的吸收與傳播,是學習的基本工具(王秀紅,陳素慧,楊美珊,吳宜靜,2004)。從認知方面看,理解包括資訊輸入、加工與輸出等環節(熊川武,2002)。可見理解在語文學習裡是一個很重要的指標。 所謂的理解能力,在CEFR中稱為接受能力,即接收資訊的能力,包含聽力和閱讀的活動。在聽力活動中,聽者要能接受並處理所傳遞的訊息;而在閱讀活動中,讀者要能接受並解讀所書寫的內容。除此之外,在視聽同時接收的情況下,要能同時接受語音和視覺的輸入內容。 本研究針對《歐洲共同語文參考架構》(The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,簡稱CEFR)將語文活動分類為:表達、接受、互動、媒介等四類,其中「接受」即本文中的「理解」。再根據《華語文教材分級研制原理之建構》(蔡雅薰,2009)中所制定出來的分級能力指標(scaled descriptors) A1、A2級,進行能力指標的轉化工作,並據此制定出準確測出華語文A2級理解能力的電腦化試題,進行菲律賓海外施測,對施測結果進行探討。

並列摘要


Language comprehension(receptive) abitity relates to the absorption and transmission of knowledge. It’s the basic tool for learning. From a cognitive perspective, understanding includes information input, processing, output and other sectors. We can see that comprehension is the very important target of the language learning. What is the comprehension ability? It’s called receptive ability in CEFR, meaning the ability to receive information, including listening and reading activities. In listening activities, the listeners have to receive and deal with information. In reading activities, the readers have to receive and interpret the content what it writes about. Besides, in the condition of listening and reading at the same time, the testee has to receive the input information of voice and sight. This study is based on CEFR. It divides the language activities into 4 types. They are reception, production, interaction and mediation (in particular interpreting or translating). Reception in CEFR means comprehension. Besides, we process the conversion of Chinese language scaled descriptors of A1 and A2. And we develop the computerized test according to these scaled descriptors. Then, we go to Philipe to test, and analize the test results.

參考文獻


藍珮君(2007)。基礎華語文能力測驗與歐洲語言共同參考架構的對應關係。第三屆華語文教學國際論壇。
方今雅、陳新豐、黃秀霜(2004)。語文領域之電腦化測驗與評量。課程與教學, 7(3),頁17-31。
林淑珠(2010)。CEFR之A2級華語文互動能力電腦化試題研發。亞洲大學資訊工程學系碩士在職專班研究所碩士論文,未出版,台中縣。
陳梅婷(2010)。華語文初級「表達能力」電腦化試題研發。亞洲大學資訊工程學系研究所碩士論文,未出版,台中縣。
曾斐絹(2010)。華語文「轉述能力」電腦化試題研發-以CEFR A2級為例。亞洲大學資訊工程學系碩士在職專班研究所碩士論文,未出版,台中縣。

被引用紀錄


林淑珠(2009)。CEFR之A2級華語文互動能力電腦化試題研發〔碩士論文,亞洲大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0118-1511201215465410
陳梅婷(2010)。華語文初級「表達能力」電腦化試題研發〔碩士論文,亞洲大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0118-1511201215465408
詹崇義(2012)。華語文聽力電腦化適性測驗成效分析─以CEFR A2 級為例〔碩士論文,亞洲大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0118-1511201215465399
曾斐绢(2012)。華語文「轉述能力」電腦化試題研發-以CEFR A2級為例〔碩士論文,亞洲大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0118-1511201215465307

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