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1 20072(80) (HSK) 3 HSK, HSK, HSK,,, HSK, HSK : 1) HSK; 2) ; 3) ; 4), ; 5), (HSK), (HSK), (HSK) 1. 1 (HSK)1984(), 100( ),, (HSK), ( ) 3,, :,,! 126

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9 20072(80) 3HSK,, 3 HSK HSK HSK C B A C B A C B A C B A ( ) ( ) ( ) HSK HSKHSK,HSK HSK : 1) HSK HSK, 2) HSK,,HSK, 3) :, HSK,, 4) HSKHSK,,,,, 134 5)

10 HSK : (HSK),,, HSK 6), HSK,,, (write an item ), 7),,, HSK,,;,, ;,,, HSK,, HSK (2006) (2006) (2006) (2006a 2006b) (2006) (2005) HSK, HSK( ) (2006) HSK( ), (1995),,: (2006a) HSK( ), 5 (2006b) HSK( ), (2006) HSK( ), (2006) HSK( ), (2005) HSK, 2 (2006) HSK( ), 6 (2004) HSK, 1 Anastasi, A. & S. U rbina (1997) Psychological testing. New Jersey: Prentice Hall Inc. Bachman, L. F. ( 1990) Fundam ental considerations in language testing. Oxford: Oxford University Press. Wood, R. ( 1993) A ssessm ent and testing: A survey of research. Cambridge: Cambridge University Press. 135

Anastasi, A. & S. U rbina (1997) Psychological testing. New Jersey: Prentice Hall Inc. Bachman, L. F.

11 An exper im en ta l study on the effect of the m ethod of Teach ing the learner to recogn ize characters m ore than wr iting J IANG X in, p91 The p resent study, based on an experiment, compared the effects of two different m ethods of teaching Chinese characters, i. e. teaching the learner to recognize characters more than writingandteaching character recognization and writing simultaneosly. In the experiment, two group s of foreign students who were at the same level in character recognition and writing were instructed w ith these two mothods for 3 months respectively. The results showed that the group using the form er method performed better in both character recognition and w riting than the group using the latter method. Key w ords: teaching the learner to recognize characters more than w riting, teaching Chi2 nese characters to foreign learners The com p iling of spoken corpus of Ch inese S ingaporean preschoolers ZHAO Shouhu i and L IU Y ongb ing, p98 O ral corpus has been notorious for its extrem ely high cost, technical comp lication and time2consum ing p rocess. Therefore, only a small number of well2established oral corpus have been constructed, even though the importance of corpus based or driven research is increasingly emphasized in modern linguistic studies. In this paper, we briefly introduce the comp iling of the S poken Corpus of Chinese S ingaporean P reschoolerso ralm andarin. W e first have an over2 view of the developm ent of Chinese teaching in Singaporean school education from historical perspective as well as the current situation of M andarin mother tongue education in p reschool sectors. After p roviding the background information, we focus on the research methodology of data collection, data p rocessing and corpus building. M eanwhile we also discuss some p roblem s encountered specifically in data p rocessing. In conclusion, we describe the features of this cor2 pus and its possible contribution to future exp loration of linguistic competence of Singaporean p reschoolers, and to better the understanding of child language development at large. Key w ords: Mandarin Education, children s oral language, corpus, Singapore Schem e for a rev ised version of the Ch inese Prof ic iency Test ( HSK) The project team for HSK rev ision, BLCU HSK Cen ter, p126 The p roject the revision of the Chinese Proficiency Test (HSK) has been basically comp le2 ted after seven yearsp lanning, p reparing and researching. W hen we started to work on it, we considered the p roblem s existing in current HSK, asked for advice of experts both at home and abroad and carried out systematic relevant researches that has resulted in the development of a scheme for a revised version of HSK. This scheme reflects the rationale for the revision, i. e. it should be scientific, systematic, p ractical, compatible andcustomer2first, and we have made some adjustment and imp rovement on the structure, item design and scoring system. The re2 vised HSK has the following features: 1) The nature and purpose of HSK remain the same; 2) focusing on the assessm ent of comm unicative ability; 3) The scoring and grading system and score interp retation of HSK are more scientific and reasonable; 4) O ral and w ritten testing are imp lemented in the elem entary, interm ediate and advanced HSK; 5) The test structure is more reasonable and the item design reflects the regulars of language teaching and acquisition. Key w ords: the Chinese Proficiency Test ( HSK), the revision of HSK, scoring system, i2 tem design

In the experiment, two group s of foreign students who were at the same level in character recognition and writing were instructed w ith these two mothods for 3 months respectively.

A VALIDATION STUDY OF THE ACHIEVEMENT TEST OF TEACHING CHINESE AS THE SECOND LANGUAGE by Chen Wei A Thesis Submitted to the Graduate School and Colleg

A VALIDATION STUDY OF THE ACHIEVEMENT TEST OF TEACHING CHINESE AS THE SECOND LANGUAGE by Chen Wei A Thesis Submitted to the Graduate School and Colleg 上海外国语大学 SHANGHAI INTERNATIONAL STUDIES UNIVERSITY 硕士学位论文 MASTER DISSERTATION 学院国际文化交流学院专业汉语国际教育硕士题目届别 2010 届学生陈炜导师张艳莉副教授日期 2010 年 4 月 A VALIDATION STUDY