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Yue du wen ben de shai xuan yu fen ji yan jiu = The study of systematic selection and grading of reading texts
Other titles
阅读文本的筛选与分级研究
Abstract
Giving an assessment to the degree of difficulty of reading text is currently a hindrance in the education of Chinese reading. The traditional methods of assessment are not very satisfactory in terms of their accuracy and stability due to both objective and subjective factors.
This thesis is trying to use related theories and methods of modern corpus linguistic on top of contemporary linguistic methods of "input hypothesis" and "schema theory" to grade reading texts according to their depth. My conclusion is that: using vocabulary list of local Chinese curriculum to assess to the difficulty of "O" Level, "N" Level and school based Secondary Four Chinese examination scripts is more reliable. This uses a method of inspection to justify my above mentioned conclusion. I made use of vocabulary lists abstracted from Singapore Chinese curriculum. Next, I compared them with the vocabulary of the Chinese Proficiency Test (HSK) to prove their reliability. Examination scripts are manually selected as corpus. The graded vocabulary list is then used to evaluate the level of difficulty of the corpus. Finally, rate of vocabulary is used to illustrate that vocabulary capacity is a factor to determine the level of difficulty of Chinese reading text in Singapore is effective.
We hope that through this study and analysis, we can discover a faster and more convenient way to recognize the level of difficulty of reading texts so that education and testing of Chinese reading becomes more scientific and standardized.
This thesis is trying to use related theories and methods of modern corpus linguistic on top of contemporary linguistic methods of "input hypothesis" and "schema theory" to grade reading texts according to their depth. My conclusion is that: using vocabulary list of local Chinese curriculum to assess to the difficulty of "O" Level, "N" Level and school based Secondary Four Chinese examination scripts is more reliable. This uses a method of inspection to justify my above mentioned conclusion. I made use of vocabulary lists abstracted from Singapore Chinese curriculum. Next, I compared them with the vocabulary of the Chinese Proficiency Test (HSK) to prove their reliability. Examination scripts are manually selected as corpus. The graded vocabulary list is then used to evaluate the level of difficulty of the corpus. Finally, rate of vocabulary is used to illustrate that vocabulary capacity is a factor to determine the level of difficulty of Chinese reading text in Singapore is effective.
We hope that through this study and analysis, we can discover a faster and more convenient way to recognize the level of difficulty of reading texts so that education and testing of Chinese reading becomes more scientific and standardized.
Date Issued
2007
Call Number
LB3045.8 L86
Date Submitted
2007