A STUDY OF VOCABULARY QUANTITY AND THE COMPARISON OF VOCABULARY CONSISTENCY IN CHINESE TEXTBOOKS FOR FIRST-YEAR STUDENTS OF THE CHINESE BUSINESS LANGUAGE PROGRAM AT THE FACULTY OF ARTS OF DHURAKIJ PUNDIT UNIVERSITY WITH THE HSK 2.0
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Abstract
This research was conducted with three primary objectives: (1) to assess the volume of vocabulary acquisition by students in the Business Chinese Language Program upon completion of their first academic year; (2) to analyze and compare the consistency of vocabulary extracted from the textbooks with the Chinese Proficiency Test (HSK 2.0) standards, Levels 1–6; and (3) to establish empirical data derived from the HSK 2.0 vocabulary coverage analysis for curriculum adjustment and planning in preparation for the new HSK 3.0 standards. The study employed a quantitative methodology, utilizing three core compulsory textbooks from 4 courses used in first-year instruction. A total of 924 unique vocabulary items were extracted and analyzed against the HSK 1–6 levels, adopting the screening methodology established by Kaewyod, which counts only newly introduced vocabulary that does not overlap with lower HSK levels.
The findings are presented according to the three objectives: 1) Vocabulary Volume: First-year students acquired a total of 924 vocabulary items, which exceeded the program's expectation of 700 words. 2) HSK 2.0 Consistency: A total of 641 vocabulary items were found to align with the HSK 2.0 standards. The coverage analysis demonstrated "very high" coverage for HSK Level 1 (96%) and HSK Level 2 (89%). 3) Empirical Data for HSK 3.0 Planning: The analysis revealed that students successfully acquired up to 442 words from HSK Level 3, which accounts for 73.67% of the standard requirement. This empirical data serves as a crucial planning base, indicating precisely that the curriculum needs to focus on adding only the remaining 26.33% (158 words) of the HSK 3 vocabulary to achieve complete HSK 3 competences. This foundational information is most essential for adjusting the curriculum and preparing for the new HSK 3.0 standards. The results provide a vital foundation for the program to strategically plan teaching and learning and adjust learning outcomes in alignment with the Chinese Proficiency Grading Standards for International Chinese Language Education (HSK 3.0).
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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