對外華語教學能力認證考試之試題分析：以漢語語言學、華語文教學、華人社會與文化三科為範圍

Abstract

本研究探討「對外華語教學能力認證考試」中，「漢語語言學」、「華語文教學」、「華人社會與文化」的歷年試題命題趨勢以及華語教師應具備的的專業知識。本研究採用內容分析法（Content Analysis, CA）作為研究方法，進行試題分析。試題分析範圍從2012年至2022年。試題分類完成後，進一步量化統計分析，最後提出命題建議。 本研究以2012年教育部對外華語教學能力認證考試簡章中的考試內容作為分類的依據，「漢語語言學」的試題分類為七大項（漢語的類型、語音、構詞、句法、篇章、語用、漢字）、28個細項。「華語文教學」的試題分類為四大項（第二語言習得理論、華語文知識、教學策略、影響學習者因素）、8個細項。「華人社會與文化」的試題分類為四大項（跨文化溝通、華人社會文化與語言表達的關係、華語溝通成份、華人社會文化之外在表現與內在意涵）、12個細項。 透過量化統計結果顯示，「漢語語言學」前兩項高的細項分別是4-1「漢語語音的發音特徵與物理屬性」以及5-1「漢語詞的基本結構」。「華語文教學」前兩項高的細項分別是2-1「聽、說、讀、寫、作文的教學理論、設計與實施」以及1-1「第二語言教學理論與實務」。最後，「華人社會與文化」前兩項高的細項是4-3「精神文化」以及4-1「物質文化」的細項分布最高。 從歷年試題分布趨勢結果顯示，「漢語語言學」每一年以「漢語音韻結構」、「漢語構詞結構」以及「漢語句法結構」，三個類型分布最多，表示這三個類型是華語教師應具備的專業知識。「華語文教學」每一年則以「第二語言習得理論」以及「華語文知識與語言技能」，這兩個類型佔的百分比最多。「華人社會與文化」每一年以「華人社會文化之外在表現與內在意涵」分布最多。 最後根據本論文結果，提出「漢語語言學」、「華語文教學」、「華人社會與文化」這三科的命題建議，以期對「對外華語教學能力認證考試」的試題命題有所助益與貢獻。

This study investigates the historical trends in the test items of the “Ministry of Education Certificate of Qualifications to Teach Mandarin Chinese as a Second/ Foreign Language” focusing on the three subjects of “Chines Linguistics” ,“Teaching Chinese as a Second/ Foreign Language” and “Chinese Society and Culture”. The study also explores the competencies of TCFL teachers. The research employs the content analysis (CA) method to analyze test items from 2012 to 2022 for the three subjects. According to the results of qualitative analysis, there are major categories and 28 subcategories in “Chinese Linguistics”. There are four major categories and 8 subcategories in “Teaching Chinese as a Second/ Foreign Language”. “Chinese Society and Culture” consists of four major categories and 12 subcategories. The quantitative statistical results indicate that the highest subcategories distribution in “Chinese Linguistics” are 4-1 “Pronunciation characteristics and physical attributes of Chinese Phonetics” and 5-1 “Chinese Morphology”. The highest subcategories distribution in “Teaching Chinese as a Second/ Foreign Language” are 2-1 “Teaching Theory, Design and Implementation of Listening, Speaking, Reading, Writing and Composition” and 1-1“Second Language Acquisition Theories”. The highest subcategories distribution in “Chinese Society and Culture” are 4-3 “Spiritual Culture” and 4-1 “Material Culture”. The quantitative results of the distribution trend of categories over the years reveal that “Chinese Phonetics”, “Chinese Morphology” and “Chines Syntax” are the most distributed in each year of “Chinese Linguistics”. For “Teaching Chinese as a Second/ Foreign Language” each year is based on “Second Language Acquisition Theories” and “Chinese Language Knowledge and Language Skills”, which account for the largest percentage. The “External Manifestations” is the most distributed in “Chinese Society and Culture”. Based on the findings of this research, propositions suggestions are presented for the subjects of “Chinese Linguistics”, “Teaching Chinese as a Second/ Foreign Language” and “Chinese Society and Culture”.These effotrts aim to be helpful and contribute to the “Ministry of Education Certificate of Qualification to Teach Mandarin Chinese as a Second / Foreign Language”.