Cognitive diagnosis can introduce language testing analysis into the micro field,making it possible to study the cognitive skills of examinees and providing a new research perspective for improving language teaching.This research studies the cognitive skills performance of college students in ethnic regions in a National Common Language Test based on cognitive diagnosis.This test involves a total of 7 cognitive skills,among which"interpreting","summarizing",and"inferring"are lower-order cognitive skills,and"differentiating","organizing","attributing",and"checking"are higher-order cognitive skills.The result shows that the examinees have average overall performance in cognitive skills,with poorer performance in higher-order cognitive skills.Examinees exhibit distinct patterns in cognitive skill mastery,with lower-order cognitive skills being mostly grouped together and higher-order cognitive skills being more scattered.Examinees with different language proficiency levels show significant differences in lower-order cognitive skill performance,while the differences in higher-order cognitive skill performance are smaller.Most examinees with higher language proficiency levels demonstrate systematic and comprehensive mastery patterns,while examinees with lower language proficiency levels exhibit scattered and random mastery patterns.Drawing on the aforementioned findings,this research proposes corresponding suggestions on the teaching of National Common Language.
National Common Languagelanguage testcognitive diagnosiscognitive skillslanguage teaching
NETL
NSTL
万方数据
