作者
Author

雷達莉Lestari MAHASTUTI

蕭惠貞Hui-Chen S. HSIAO

關鍵詞
Key words

詞彙知識 詞彙廣度 詞彙深度 詞彙測試設計 華語教學

vocabulary knowledge, breadth of vocabulary, depth of vocabulary, vocabulary test design, TCSL

摘要

現今詞彙知識研究領域中，針對英語學習者詞彙知識之研究明顯居多，且多半採取由專家設計的標準化詞彙知識測試工具進行研究（Qian 2000, 2002；白麗梅與陳艷玲2005；李曉2007；王申2010）。反觀華語教學方面，由於缺乏標準化的測試工具，華語詞彙知識研究的發展仍落後於英語相關研究。有鑑於此，本文以英語詞彙知識測試工具為參考基準，試圖設計出華語詞彙廣度及深度知識的測試工具，以填補華語詞彙知識研究的空缺。經過施測，發現本測試工具含以下優點：（一）具高信度（廣度、深度的折半信度皆高達0.99）；（二）具一定程度的效度（因素分析從兩種測試工具各提取兩個被測量的隱性變項，而兩個變項在廣度、深度的總方差解釋分別為72.39% 與63.09%）；（三）能準確地估計學習者詞彙量（95% 信賴水準）；（四）能區分四個不同程度（初級、初中級、中級及中高級）學習者的詞彙知識。此外，兩種工具的整合設計使得測試結果具有描述廣度與深度關聯性之功能。

Abstract

Most previous studies on vocabulary knowledge have primarily focused on English learners’ vocabulary knowledge, with established and standardized English vocabulary knowledge test instruments employed as main research tools (Qian 2000, 2002; Bai and Chen 2005; Li 2007; Wang 2010). Nevertheless, the lack of standardized vocabulary knowledge test in Mandarin field remains as one issue that lead to the falling behind of Chinese vocabulary knowledge research. In view of this, the present study aimed to fill the gap by designing a preliminary test of breadth and depth of vocabulary knowledge specifically for L2 Chinese learners, with reference to the existing English vocabulary knowledge test instruments (cf. VLT and WAT). Overall, the present results showed the characteristics of newly designed instruments illustrate the following unique features: (1) High reliability (both breadth and depth instrument achieved high split-half reliability of 0.99); (2) Considerable degree of validity (using factor analysis, two latent variables were extracted from both breadth & depth instrument, with the total variance explained of 72.39% and 63.09% respectively); (3) Accurately (95% confidence level) estimate the vocabulary size (4) Distinguish and Identify four different proficiency levels (basic to post-intermediate) of learners. Moreover, the integrated design of two test instruments allows the test results to be clearly interpreted in terms of the relationship between L2 learners’ breadth and depth of vocabulary knowledge.

內容語文
Language

中文Chinese

頁次
Page

95-120

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