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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 중국어문학연구회 중국어문학논집 中國語文學論集 第152號
- 발행연도
- 2025.6
- 수록면
- 165 - 184 (20page)
- DOI
- 10.25021/JCLL.2025.6.152.165
이용수
초록· 키워드
This study proposes a method for evaluating the difficulty level of Chinese educational texts based on key linguistic factors: vocabulary difficulty, grammatical complexity, idiomatic expressions, and sentence length. In second language acquisition, learners are required to develop multiple language skills simultaneously, making the selection of level-appropriate reading materials essential for effective learning.
Using the Chinese Proficiency Grading Standards for International Chinese Language Education (GF0025-2021) as the benchmark, this study conducted a quantitative analysis of the four linguistic features and examined their correlation with text difficulty levels. A multiple regression analysis revealed that vocabulary difficulty, grammar difficulty, and idiomatic expressions significantly affect text difficulty, while sentence length does not have a statistically meaningful impact. Notably, idiomatic expressions were identified as the most influential factor.
A comprehensive readability formula was derived through discriminant analysis and applied to ungraded HSK texts. The results were then compared with expert evaluations to validate the formula’s practical applicability. This study offers an integrated approach to text difficulty assessment and highlights the need for future research to incorporate learners’ perceived difficulty to improve precision.
Using the Chinese Proficiency Grading Standards for International Chinese Language Education (GF0025-2021) as the benchmark, this study conducted a quantitative analysis of the four linguistic features and examined their correlation with text difficulty levels. A multiple regression analysis revealed that vocabulary difficulty, grammar difficulty, and idiomatic expressions significantly affect text difficulty, while sentence length does not have a statistically meaningful impact. Notably, idiomatic expressions were identified as the most influential factor.
A comprehensive readability formula was derived through discriminant analysis and applied to ungraded HSK texts. The results were then compared with expert evaluations to validate the formula’s practical applicability. This study offers an integrated approach to text difficulty assessment and highlights the need for future research to incorporate learners’ perceived difficulty to improve precision.
#Chinese as a Second Language
#Text Difficulty
#Readability Formula
#Vocabulary Difficulty
#Grammar Difficulty
#Idiomatic Expressions
#Sentence Length
#Chinese Language Education
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목차
- 1. 서론
- 2. 연구 설계
- 3. 연구 결과 및 분석
- 4. 결론 및 논의
- 參考文獻
- ABSTRACT
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