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。
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.