論以語為第二語言之語法測驗法

Abstract

語言測驗與語言教學關係密切，當外語教學從結構式操練轉向溝通交際能力的培養，測驗方法也有所變革；要提升對外漢語教學品質非提升測驗品質不可。本文擬定探討對外漢語測驗中的語法測驗，提出四種測驗法：對比測驗法、結構測驗法、功能測驗法，以及邏輯推論測驗法。以Bloom(1956)的認知領域層次和Bachman&Palmer(1996)的測驗效用，析論各語法測驗法，並提出語法測驗法與語法點之適用關係與限制。 唯有在測驗語法時，注意形式與功能的結合，提供適當的語境，才能兼顧語言使用的正確性與適當性，否則極易淪為機械式的操練。檢視現有漢語標準化測驗與教材習題，由於教材需協助學習者建構新的語言知識與習慣，側重知識、理解的練習無可厚非，但標準化測驗若也如此，即是一大瑕疵了。因此，測驗題除了題型應多樣化外，測驗考察的認知層次也必須朝向應用、分析提升，一方面增加學習的挑戰性，另一方面也提高測驗題與受試者之間的互動性。希冀藉由本文的討論，對對外漢語教學有所裨益。To enhance the quality of Teaching Chinese as a Second Language, the quality of tests must be improved since testing is related to teaching. This thesis aims to provide a new vision of how to test Chinese grammar. Four testing methods, contrastive testing, structural testing, functional testing, and logic-referring testing, are established in this thesis. Each is criticized with Bloom(1956)’s educational objectives of cognitive domain and Bachman&Palmer(1996)’s test usefulness. The application and restrictions of these testing methods are also analyzed and discussed. When testing grammar, we must pay attention to the connection of language forms and functions. Only if the context of a test item is provided can the appropriateness and accuracy be considered. Otherwise, grammar test/practice is easily considered as a meaningless, rigid, and mechanical processs. In addition to the development of various types of test items, the cognitive objectives should be enhanced to ahigher level, such as application and analysis. Therefore both the challenge and interactiveness of test items are increased.