轉述,即是對資訊進行轉達(高德坤,2009)。人類的語言有一個非常與眾不同的特點,那就是可以用一種語言來談論另外一種語言,這種轉述語言的能力大大地增加了語言的表達力和靈活性。轉述能力是學習語文時的一種基本能力,更是進行言語交際與閱讀時都不可或缺的(劉葵,2001)。 「轉述能力」在「歐洲共同語言參考架構」(The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,簡稱CEFR)中稱為媒介活動。CEFR指出,此時語言使用者只是純粹充當兩個對話者的中間人,特別是不同語言使用者的對話者。 本研究係以CEFR中的轉述能力為基礎架構,進行能力指標轉化,再依據每一項能力指標,與每一級次的詞彙、語法等,制定能準確測出該能力的電腦化試題,以建立華語學習者的學習重點。 本論文之研究方法為文獻分析法,透過文獻的查證與解讀來完成。並透過菲律賓靈惠學院(Grace Christian College)進行施測所得資料分析,檢視華語文轉述試題難易度,並以此為修正試題之依據。
Recounting is a way to transfer information (Gao, 2009). One feature of human language is that you can use one language to discuss another language. Such recounting competence can greatly enhance people’s expression ability and flexibility in language. Recounting is a basic skill in language learning and an essential ability when reading and engaging in oral communication (Liu, 2001).The Common European Framework of Reference for Languages:Learning, Teaching, Assessment (CEFR) referred to recounting competence as a form of media activity. CEFR pointed out that the person who performed mediating acted as a media between the two dialogue parties, especially when the dialogue parties were using different languages. This study used mediating competence as a framework to convert competence index and to compile computerrized tests according to every competence index, vocabulary level, and grammar level, in order to evaluate accurately students’ competence in Chinese learning and to set up the learning key points. Document Analysis Method was used to investigate and interpret the literatures. The test data obtained from Philippine Grace Christian College were analyzed to review the difficulty extent of our tests regarding mediating in Chinese so as to revise the computerrized tests accordingly.
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