基于困难认知诊断的二语听力个性化学习路径反馈研究

Investigating the Personalized Learning Path Feedback for L2 Listening via Cognitive Diagnostic Assessment of Difficulties

现有二语听力认知诊断评估主要基于正确作答,忽视了错误作答的重要诊断价值。“问题认知诊断模型”的出现有助于甄别学生的听力加工困难,并基于诊断结果刻画个性化的学习路径反馈。据此,本研究对6所大学1121名学生在听力理解多选题上的错误作答进行认知诊断分析,获取他们的困难模式,并据此生成个性化的学习路径反馈。结果显示:1)困难主要来自隐含意义推理和词汇识别,而语音感知的难度最小;2)基于前十种高频困难模式所生成的三条个性化学习路径反馈有助于师生依此克服困难,循序渐进地提升听力理解水平。本研究对二语困难诊断、多选题开发、自适应考试发展以及个性化教学,均有重要启示。

The current cognitive diagnostic assessment studies for L2 listening are mostly based on correct answers,neglecting the value of incorrect responses.Bug-Cognitive Diagnostic Models(Bug-CDMs)have the potential to diagnose learners'processing difficulties,and thereby facilitate the generation of personalized learning paths.This study employed Bug-CDMs to examine the incorrect responses of 29 English listening multiple choice question(MCQ)items by 1121 Chinese college students from six universities.The analysis revealed that(1)the major difficulties that the learners experience exist in making inferences and recognizing vocabulary,while the least difficulty is pronunciation;(2)three types of personalized learning paths are generated from the top ten most frequent difficulty patterns,from which both teachers and learners could draw upon to overcome the difficulties and improve their listening performance.The study sheds light on L2 difficulty diagnosis,MCQ item design,self-adaptive test development,and personalized teaching.