不同水平汉语学习者口语产出评价研究

【作者】 王君；

【导师】 孙晓明；

【作者基本信息】 中央民族大学 ， 汉语国际教育（专业学位）， 2021， 硕士

【摘要】 汉语作为第二语言的口语产出质量评价一直是学界的关注重点,但对于口语评价指标的量化分析研究成果尚少,而将学习者汉语水平按照初、中、高不同等级进行横向对比,并同时从准确度、复杂度、流利度和长度四个维度进行量化分析的研究更少。本文在总结国内外学者对第二语言学习者口语评价成果的基础上,对比来自世界各地具有初、中、高不同水平等级的60名汉语学习者的口语产出异同,分析口语评价指标与教师评分之间的关系,并初步构建口语评分模型。本文将采用文献分析法、统计分析法和访谈法进行研究。第一章绪论部分阐述了研究背景和研究意义;第二章对口语评价量表和口语评价指标进行概述,分析总结了前人对流利度、准确度、复杂度和长度的相关定义,指出研究现状和不足;第三章确立本研究所采用的口语评价指标、测量对象、测量工具、测量内容和语料加工整理的方式;第四章对初、中、高不同水平等级的汉语学习者的口语产出进行横向对比;第五章通过SPSS和EXCEL软件对口语评价指标和口语评分进行相关分析和回归分析,得出语音准确度、T单位长度、平均句长、剔除音节总音节之比和平均C-单位(剔除后)长度这5个口语评价指标对口语评分具有显著影响,并通过检验和质性访谈证实分析结果;第六章展示了本研究的结论:语音准确度、T单位长度、平均句长、剔除音节总音节之比和平均C-单位(剔除后)长度这5个口语评价指标可以解释65.1%的口语评分变异,其中语音准确度对口语评分的预测作用最强。此外本文还建立了口语评价模型:y(口语评分)=-5.540+10.516*语音准确度+0.065*T单位长度-0.043平均句长-4.889剔除音节与总音节之比+1.142平均C-单位(剔除后)长度,以期对汉语作为第二语言的口语教学与口语测试提供参考。更多还原

【Abstract】 The evaluation of oral output of Chinese as a second language has always been the focus of the academic community.However,there are still few results of quantitative analysis and research on the evaluation indicators of spoken language,and the level of Chinese learners is compared horizontally according to different levels of elementary,intermediate,and advanced.There are fewer studies on quantitative analysis from the four dimensions of accuracy,complexity,fluency,and length.On the basis of summarizing the results of the oral evaluation of second language learners by domestic and foreign scholars,this paper compares the oral output similarities and differences of 60 Chinese learners with different levels of elementary,middle and advanced levels from all over the world,and analyzes the oral evaluation standards and teachers’ oral English.The relationship between the scores and the preliminary construction of a spoken language scoring model.This article will use literature analysis method,statistical analysis method and interview method to conduct research.The introduction of the first chapter explains the research background and significance;the second chapter summarizes the spoken language evaluation scale and the spoken language evaluation indicators,analyzes and summarizes the previous definitions of fluency,accuracy,complexity and length,and points out the research Current status and deficiencies;Chapter 3 establishes the spoken language evaluation indicators,measurement objects,measurement tools,measurement content,and corpus processing methods used in this research;Chapter 4 Oral output of Chinese learners at different levels of elementary,middle and advanced levels Perform horizontal comparison;Chapter 5 uses SPSS and EXCEL software to carry out correlation and regression analysis on spoken language evaluation standards and spoken language scores,and obtain speech accuracy,T unit length,average sentence length,the ratio of total syllables with excluding syllables,and average C-units(After excluding)the five spoken language evaluation indicators have a significant impact on the spoken language score,and the analysis results are confirmed by inspection and qualitative interviews;Chapter 6 shows the conclusions of this research:voice accuracy,T unit length,average sentence length The five spoken language evaluation indicators,the ratio of the total syllables of the eliminated syllables and the average C-unit(after elimination)length can explain 65.1%of the variance of spoken language scores,of which the accuracy of speech has the strongest predictive effect on the spoken language score.In addition,this article also established a spoken language evaluation model:y(spoken score)=-5.540+10.516*speech accuracy+0.065*T unit length-0.043 average sentence length-4.889 excluded syllables to total syllable ratio+1.142 average C-unit(After excluding)the length,in order to provide a reference for oral teaching and oral testing of Chinese as a second language.更多还原