223 / 2018-04-13 19:08:03

Judging the Admission Standards of Overseas Matriculation Students Studying in China University from the Chinese Vocabulary Test

The foreign Pre-university students; Admission Standards; The Syllabus of Chinese Vocabulary; Receptive Vocabulary Scales ; Reading Competence

全体主题 > Standards in developing language assessments

What kind of standards should be one level of foreign students study in Chinese universities? The size of the vocabulary can reflect the language level of the learner and is one of the criteria for assessing the language level. Looking at the vocabulary requirements of the syllabuses and standards for preparatory students: The Syllabus of Chinese Vocabulary and Character Grade (1992) points out that 5,000 words are used as international students coming to China to learn to live. And the requirement for vocabulary from the new HSK4, entering the Department as an entry criterion before, is 1200 words. Well, the basic vocabulary in the syllabus is 1600 words. In order to provide data of reference for formulating vocabulary outlines for pre-professional students' Chinese proficiency standards, it is necessary to investigate pre-school students' vocabulary mastery.

The basis of this vocabulary test is The Syllabus of Chinese Vocabulary and Character Grade (1992). The word selection scope is nouns, verbs, and adjectives in the first three levels. After the manual intervention, 3000 words are prepared to make the vocabulary as the range of selected words. Random stratified sampling method was used to select 300 words, selected to be VLT scale, for the size test; 30 adjectives were selected to be DVKT scale, for the depth test. The survey involved four professions: science, business, literature, and medicine.

Research contents: (1) Surveying the basic receiving vocabulary size; (2) Exploring the relevance and predictability of vocabulary size and depth to students' reading ability, which can help students find suitable ways to improve their reading competence from different aspects of vocabulary learning; (3) analyzing the influence of different professional choice on the vocabulary size and depth, to reference for the arrangement of the teaching plan and the completion test.

Result: (1) The basic vocabulary size is about 2500; (2) From the results of Pearson's correlation coefficient analysis, the correlation coefficient between the recipient vocabulary and reading ability is.752, significant and strong; the correlation coefficient between the acceptance vocabulary depth and reading ability was.764, obvious and strong; (3) The results of the multiple regression equation showed that when the acceptance vocabulary entered the regression equation first, the acceptance vocabulary The ability to explain reading ability in-depth increased by 5.2%; (4) The vocabulary size and depth of preparatory students majoring in liberal arts and economics are significantly better than those of undergraduates majoring in science and engineering.