In order to increase the reality of specific Chinese testingor the students who learn Chinese in China in Chinese program in China , the following two aspects should be done:
1. List and describe communicative task items of specific Chinese in details and confirm their weight in Chinese program in China
From the needs analysis we can know the every communicative task that target examiners need to complete in certain fields. The research institution of specific Chinese testing should research and collect these true communicative task items. At the beginning the task items collected can be trivial and disorganized, research institution must identify these items carefully and find the relation and order between these items. Then bring the items got at the beginning into a proper hierarchic net and confirm the weight of specific task items in the task net. For example, the needs analysis for researching the tourism Chinese testing gains a lot of specific communicative task items. There are:
(1) Introducing the natural environment of scenic spot in Chinese program in China
(2) Introducing the history of scenic spot in Chinese program in China
(3) Introducing the architectural feature of scenic spot in Chinese program in China
(4) Introducing the climate of scenic spot in Chinese program in China
(5) Introducing the tourism service items of scenic spot in Chinese program in China
(6) Introducing the rides of scenic spot in Chinese program in China
(7) Introducing the animals and plants of scenic spot in Chinese program in China
(8) Introducing the manners and customs of scenic spot in Chinese program in China
(9) Introducing the management and protection measures of scenic spot in Chinese program in China
(10) Introducing the developing plan of scenic spot in Chinese program in China
All these items above can be classified into the big task item “scenic spot introducing”. By arranging these specific task items, they can be classified into some smaller categories. Among them, items of Number (1)(4)(7) can be classified into the category of “natural features of scenic spot introducing”; items of Number (2)(3)(8) can be classified into the category of “human cultural features of scenic spot introducing”; items of Number (5)(6) can be classified into the category of “tourism service facility of scenic spot introducing”; items of Number (9)(10) can be classified into the category of “management and development of scenic spot introducing”. In this way, the initial task items form a task net with hierarchy:
Scenic spot introducing:
Natural features of scenic spot introducing——
(1) Introducing the natural environment of scenic spot in Chinese program in China
(4) Introducing the climate of scenic spot in Chinese program in China
(7) Introducing the animals and plants of scenic spot in Chinese program in China
Human cultural features of scenic spot introducing ——
(2) Introducing the history of scenic spot in Chinese program in China
(3) Introducing the architectural feature of scenic spot in Chinese program in China
(8) Introducing the manners and customs of scenic spot in Chinese program in China
Tourism service facility of scenic spot introducing——
(5) Introducing the tourism service items of scenic spot in Chinese program in China
(6) Introducing the rides of scenic spot in Chinese program in China
Management and development of scenic spot introducing——
(9) Introducing the management and protection measures of scenic spot in Chinese program in China
(10) Introducing the developing plan of scenic spot in Chinese program in China
The weight of the four items in middle level is (“>” represents “higher”)
Natural features of scenic spot introducing & human cultural features of scenic spot introducing > Tourism service facility of scenic spot introducing > Management and development of scenic spot introducing
These specific tourism Chinese communicative task items provide the most basic evidence and guarantee for the realizing of the research of tourism Chinese testing based on true communicative tasks.
2. Designed testing task should be in accordance with true communicative task basically
In order to increase the accordance of the designed testing task in testing and the true communicative tasks that examiners need to complete out of testing, we can do as following:
1) Increase the coverage degree of testing task to true communicative task items in Chinese program in China
A specific Chinese testing paper is hard to cover all the specific communicative task items. But it should cover those representative communicative tasks.
2) Testing questions should present true language materials in Chinese program in China
Specific Chinese testing should not only present true language materials for examiners who learn Chinese in China, but also get rid of the phenomenon that take listening materials as reading materials in testing or take reading materials as listening materials.
3) Require the answering reflection of examiners should be in accordance with the reflection in real communication