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作为一种教学和测试手段,听写能够较好地反映语言学习者总体语言能力,这在英语教学界已得到较为广泛的认同。在汉语二语教学研究领域,将听写用于诊断外国留学生学习状况的研究尚未引起足够重视。留学生在学习汉语的过程中对某些偏误采取回避策略,使教师难以监测语言学习过程。本文报道一项在留学生中开展的听写实证研究,发现听写在汉语二语教学中不仅能够评估学习者的综合汉语水平,而且还有着快捷有效的诊断功能,包括诊断学习者的辨音能力、词汇理解能力、汉字书写能力以及学习者所回避使用的教学内容。
Abstract：It is generally accepted in English learning and teaching that dictation is a useful teaching and testing technique capable of assessing the overall linguistic ability of language learners. However, researchers rarely used dictation for a diagnostic purpose. Particularly in L2 Chinese teaching in China, scant attention has been paid to the use of dictation as a means to diagnose overseas students' problems in learning L2 Chinese. As learners tend to adopt avoidance strategies, teachers find it difficult to monitor the L2 learning process. To overcome this dilemma, the present study has made an attempt to find out if dictation can help out. The results of the study have shown that, in addition to evaluating learners' L2 Chinese proficiency, dictation can serve as an efficient and effective means to diagnose learners' ability of sound discrimination, vocabulary comprehension, ability to write Chinese Characters and use what has been learned in class.
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①本文在研究中得到王凤兰、范香娟、王启和《华文教学与研究》编辑部及匿名审稿专家的宝贵建议,谨致谢忱!
①该学院组织的分班考试经过多年来的实践证明是有效的,能较好地区分不同水平的学生,经过分班考试的学生也能很好地适应该班的教学。
①之所以选择相当于新HSK四级的语速,是因为被试学生的汉语水平与此相当。
②括号内为正确的听写内容,下同。
③不同的计分标准并不影响对汉语水平的考察。刘颂浩等(1995)曾对不同的计分标准进行研究:标准1汉字不对不计分;标准2没写汉字,拼音对就算对,进行计分;标准3没写汉字,拼音按照对的声韵调部分分别计分。发现三种分数之间的相关系数均在.95以上,也就是说任何一种标准都可采纳,差别在于不同的标准导致具体分数有所差别。
①括号内是正确的汉字(词语)形式,下同。
①也有人利用听写培养学生对语言的记忆力,与本文的听写目的有所不同。
基本信息:
DOI：10.16131/j.cnki.cn44-1669/g4.2014.04.008
中图分类号:H195
引用信息:
[1]郝红艳,王初明.听写诊断有效性实证研究[J].华文教学与研究,2014,No.56(04):63-70.DOI:10.16131/j.cnki.cn44-1669/g4.2014.04.008.
基金信息:
国家社科基金重大项目“汉语二语学习的认知过程与高效率教学模式研究”(12&ZD224);; 教育部人文社会科学研究青年基金项目“基于网络新技术的留学生汉语自主学习模式研究”(10YJC880043)
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2014-10-27
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