以CEFR為基礎之數位華語教材、評量系統建置及學習載具之研發---數位華語文題庫(華語文作為第二語言之數位學習研究徵求書之第2項重點)

Abstract

在全球化時代的潮流下，多元語言能力日益重要，全球也興起一股華語文學習熱潮。近幾年隨著各國對華語文學習需求的日益升高，華語文能力測驗（CPT）也漸漸的受到更多人重視。CPT主要針對「母語非華語者」研發而成，至今應試者已達千餘人，國籍遍布世界二十多國家，確由於沒有建立一個共同分級架構，使得CPT不具流通性。 歐洲共同語文參考架構（CEFR）為語文教學與評量的指導方針及行動綱領，且是第一個跨語言的評量工具，提供能互相認可對方語文能力的基礎。因此，本研究計畫欲以CEFR為基礎，導入現代測驗理論之概念，透過適合之測量模式、等化設計、以及標準設定之技術，建立華語文能力分級測驗之題庫。 本計劃為三年期之計畫，第一年目的是藉由文獻探討以建立華語文測驗編製流程，並進行A1與A2級之華語文能力測驗編製（包含聽力、口說、閱讀、寫作四種能力評量），第二年目的是進行B1與B2級之華語文能力測驗編製，並藉由測驗等化之技術，建置華語文能力分級測驗題庫；第三年目的是建立專業領域（商業或旅遊）四種能力評量之測驗題庫。此外，本研究配合子計畫三之數位華語評量系統，所研發之測驗為電腦化測驗。

Under the globalization trend, multi-language competence becomes very important, especially the recent hot-trend on learning Chinese as second language. The ability of using Chinese language to communicate with others has become significant during this period time of booming global economic market. This is also the major reason to motivate participants who are willing to practice Chinese proficiency test (CPT). There are over thousands of CSL learners from more than 20 different countries who had participated CPT already. However, most of these tests are not based under a common learning proficiency standard. Therefore, CPT is still not very popular compared with English proficiency test. The Common European Framework of Reference, CEFR, is the first reference used for teaching and learning assessment tools cross different languages. It is also one of learning proficiency standard adopted by most countries all over the world. The objective of this project is to establish an item bank for Chinese proficiency test on the basis of CEFR, equating design, standard setting as well as modern assessment theories. This is a three years project; there are two goals in first year. Firstly, is to survey all the relevant documents and periodical papers in the area of CSL item bank to establishing procedures for proficiency test. Secondly, edit the CSL test questions for the levels of A1 and A2 cover listening, speaking, reading and writing four different proficiency abilities. There are also two goals in the second year. First is edit the CSL test questions for the levels of B1 and B2 and cover listening, speaking, reading and writing four different proficiency abilities as well. In addition, establish an item bank using equating design, standard setting as well as modern assessment theories. The goals for third year are to edit and add business and travel test questions into the CSL item bank. The result of this project is also utilized in subproject III in the area of digital assessments system development for computer adapted test.