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汉语二语口语流利性的量化测评：表达与认知维度的实证研究

Quantitative Assessment of Oral Fluency in Chinese as a Second Language: An Empirical Study on Expressive and Cognitive Dimensions

Education Study / 2025,7(5): 561-569 / 2025-05-28 24 19

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• Authors: 陈家茜¹ ² 高清辉¹
• Information:

  1．厦门大学国际中文教育学院，厦门；
  2．上海青浦区协和双语学校，上海

• Keywords:
  Oral fluency; Cognitive fluency; International Chinese Education; Quantitative assessment
  口语流利性; 认知流利性，国际中文教育; 量化测评
• Abstract: The assessment of oral fluency in learners of Chinese as a second language (L2) is a key topic in second language teaching and testing. This study developed a measurement framework for Chinese oral fluency based on objective and quantifiable indicators and empirically examined its reliability and validity. Thirty intermediate-to-advanced international students learning Chinese participated in a computer-based test (CBT), which assessed oral fluency from two dimensions: expressive fluency and cognitive fluency. Participants completed three tasks: picture-based storytelling (oral output), sentence construction (lexical retrieval), and category judgment (attentional control). Six core fluency indicators were extracted, including speech rate, mean length of runs, and articulation rate (expressive fluency), as well as sentence construction response time, coefficient of variation in response time, and attention-shifting cost (cognitive fluency). Results showed that the expressive fluency indicators demonstrated high internal consistency and were significantly correlated with participants’ oral proficiency scores. Although the overall reliability of cognitive fluency indicators was relatively low, the response time in the sentence construction task showed a significant correlation with oral proficiency. Regression analyses further indicated that expressive fluency indicators significantly predicted oral scores, whereas the predictive power of cognitive fluency indicators was limited. These findings support the feasibility of using objective quantitative indicators to assess L2 Chinese oral fluency and reveal some of the limitations of such approaches. The study provides empirical evidence for the objectification of Chinese oral testing and offers pedagogical insights for enhancing L2 oral fluency instruction and assessment systems. 汉语二语学习者的口语流利性测评是二语教学与测试领域的重要研究议题。本研究构建了一种基于客观量化指标的汉语口语流利性测评方法，并对其信度与效度进行实证检验。研究采用计算机化测试（机考实验），从“表达流利性”和“认知流利性”两个维度对30名中高级水平来华留学生的汉语口语流利性进行测评。受试完成三项任务：看图说话（口语输出）、组句（词汇提取）和范畴判断（注意力控制）。本研究提取六项关键流利性指标，包括语速、平均语流长度、发音速度（表达流利性指标）以及组句反应时、反应时变异系数、注意力转移消耗（认知流利性指标），并系统分析其信度和效度。研究结果表明，表达流利性指标具有较高的内部一致性信度，并与受试者的口语成绩显著相关；认知流利性指标的整体信度较低，但组句任务的反应时与口语能力表现出显著相关性。回归分析进一步显示，表达流利性指标能够有效预测口语成绩，而认知流利性指标的预测作用相对有限。本研究验证了基于客观量化指标测评汉语口语流利性的可行性，同时揭示了其局限性，研究结果为汉语口语测试的客观化评价提供了实证支持，并对二语口语教学与评测体系的优化具有一定的启示意义。
• DOI: https://doi.org/10.35534/es.0705109
• Cite: 陈家茜，高清辉．汉语二语口语流利性的量化测评：表达与认知维度的实证研究［J］．教育研讨，2025，7（5）：561-569．