汉语二语口语韵律能力评估维度的任务类型效应

The task effect in Chinese as a second language learnersspeaking prosody ability

本研究考察汉语学习者在朗读篇章、听后复述和回答问题这三种口语任务上是否会体现出韵律能力的差异。共有38名汉语二语学习者参与实验,16名评分员对这些参与者在3种口语题型上的韵律表现进行评估打分,评估维度包括韵律策略能力、自然度和流利度。方差分析的结果显示学习者在回答问题上体现出更好的韵律策略能力和自然度,回答问题的流利度也优于听后复述任务,但与朗读任务并无差异;朗读与听后复述任务在三个韵律维度上的表现均无差异。同时,通过相关性分析发现评分员在评估时对三个韵律维度的感知具有高相关性,且这三个维度均对韵律能力总分有较强的解释力,因此,在实际的口语能力评估中,不建议对韵律能力评估标准进行三个维度的细分。

This study investigates whether Chinese as a second language(CSL)learners exhibit differences in prosodic abili⁃ties when performing three speaking tasks:read-a-passage,listen-and-repeat,and free talk.38 CSL learners participated in the experiment,and 16 raters evaluated their prosodic performance across three task types.The assessment dimensions in⁃cluded prosodic strategic competence,prosodic naturalness and fluency.ANOVA showed that learners demonstrated better prosodic strategic competence and prosodic naturalness when accomplishing the free talk task,and their fluency in the free talk was also superior to that in the listen-and-repeat task,but there were no differences compared to the read-a-passage task.Performance in the read-a-passage and listen-and-repeat tasks did not differ across all three prosodic dimensions.Addi⁃tionally,the correlation analysis found that native ratersperception of three prosodic dimensions was highly correlated,and all three dimensions showed strong explanatory power for the overall prosodic ability score.Therefore,in real-world oral profi⁃ciency assessment,it is not recommended to further subdivide prosodic ability assessment criteria into three dimensions.