In this section you will find useful research tools provided by researchers who have already test them. Click on the names of the tests to visualise and download them. You can freely use the tests to improve Chinese language teaching research. Please, when you use a test, cite the network to improve replication.
TESTING VOCABULARY
VST – Vocabulary Size Test (Italian/Chinese) – designed by Sergio Conti
VLST – Vocabulary Learning Strategies Test (Italian) – designed by Chiara Romagnoli
The VST and VLST tests have been both used to collect data presented in the following research paper:
- Romagnoli, C., & Conti, S. (2019). How and how much? Vocabulary learning strategies and vocabulary size in CFL. Chinese as a Second Language 漢語教學研究——美國中文教師學會學報, 54(2), 93-121. DOI https://doi.org/10.1075/csl.18006.rom
Near synonyms test (Italian/Chinese) – designed by Chiara Romagnoli
Designed to collect data on synonyms learning, this test has been employed in the following research paper:
- Romagnoli, C. (2021). Dire quasi la stessa cosa: l’apprendimento dei sinonimi in cinese come lingua straniera. In C. Romagnoli & S. Conti (Eds.), La lingua cinese in Italia. Studi su didattica e acquisizione (pp. 71-86). Rome: Roma TrE-Press. DOI: https://doi.org/10.13134/979-12-5977-067-7/4
TESTING WRITING
Radical awareness test – designed by Valentino Eletti
TESTING MOTIVATION
Motivation Test (Italian) – designed by Chiara Romagnoli
This test has been used to collect data presented in Why and How Should Chinese Be Learnt? A preliminary investigation regarding Italian high school learners, in Teaching and learning Chinese as a second or foreign language: emerging trends, Song Ko-yin (ed.), Lexington Books (in press).
Post-questionnaire-Video – designed by Gloria Gabbianelli
Pre-questionnaire – designed by Gloria Gabbianelli
These two questionnaires, a pre- and a post-questionnaire, were used to collect data on students’ evaluation of cultural understanding, motivation and the efficacy of learning tools (video-based and text-based); content questions were used to investigate students’ cultural retention.
TESTING PRAGMATICS
Discourse completion task (IT/中/EN) for SBU production – designed by Sergio Conti and Carmen Lepadat
This test was used in the following research papers:
- Conti, S., & Lepadat, C. (2021a). Situation-bound utterances in Chinese as a foreign language: The effectiveness of the identification task. Chinese as a Second Language Research (CASLAR), 10(1), 1-29. DOI: https://doi.org/10.1515/caslar-2021-0001
- Conti, S., & Lepadat, C. (2021b). Situation-bound utterances in cinese e in italiano: un confronto tra parlanti nativi e apprendenti italofoni. In C. Romagnoli & S. Conti (Eds.), La lingua cinese in Italia. Studi su didattica e acquisizione (pp. 39-69). Roma: Roma TrE-Press. DOI http://doi.org/10.13134/979-12-5977-067-7/3
Multiple-choice discourse completion test (IT/中/EN) for SBU recognition – designed by Sergio Conti
TESTING CLASSIFIERS
Performance in CLs usage by learners at different Chinese language levels. Both tests designed by Gloria Gabbianelli
2_Acquisition of CLs_ spontaneous usage
TESTING LINGUISTIC AWARENESS
Awareness of dialectal variation in CFL. Test designed by Gloria Gabbianelli.
3. Awarenss of Chinese variation
Testing variation in the usage of sentence final particles questionnaire-sfp
Used by C. Romagnoli and C. Lepadat to collect data discussed in the paper “Standard and variation in the use of sentence-final particles-A case study based on speakers of Mandarin and Min varieties”