Vocabulary Test And Analyse Of Advanced Chinese Learners Based On OPI

Vocabulary learning, the important foundation of language skills’development, isthe organic ingredient of language learning. Words build our expression like bricks make buildings. As George W. Wilkins pointed in his book“linguistics in language teaching”, you could convey ideas without grammar, but cannot do that without words. Therefore, words are very important for our communication. In order toinvestigate the daily vocabulary usage of foreign students with advanced Chinesequalification, this study collected 30 real spoken audio samples of them. Throughstatistical analysis of their oral communication, this study derives a credible numericalscore.This test draws on the OPI model, and forms its own characteristics during specific designs. For example, firstly, this test conducts a semi‐direct oral test, which possesses the advantages of both the direct and indirect type of oral tests. This improves the validity and reliability of the test. Secondly, this test takes longer time than the past. The average testing time is about two hours for each sample of recording. Thirdly, the place where this test took is different from the past, and it mainly locates in the real social communicative sites, such as fast food restaurants, cafes, parks, squares and dormitories. Fourthly, the testing samples are from different universities and different countries. The only common thing is that they all pass the senior level of HSK. Fifthly, the topic of the test is wide and flexible. The researcher chooses different topics according to students’personalities. The final test resultsshow that, the average score of those 30 students is 88.21 points, with the perfect score of 100. The false choice and usage of words cover the full range from one to six level of HSK vocabulary. From this point, we can tell that although testees have high qualification of Chinese, their score of 88.21 points is not quite satisfied. According to the analysis, the unsatisfied usage of words includes five parts. 1) Students cannot tell apart the property of a certain word, for example, the distinction between verbs and adjectives, nouns and verbs. 2) Students cannot tell which pair of words are synonyms. 3) Students cannot tell the different between written and spoken words. 4) Students mismatch words into phrases, for example the mismatch of verb with object, subject and object, associated words, and the disappearance of key words. 5) Students sometimes would create new words. The frequent mistake occurs in real oral communications, and this attributes to language materials, teachers and students. Overall, the main reason is that students’real context training is rare. As some senior students admit to the researcher in the interview, they can“understand much more words than they can use”.By summarizing, this paper gives some solutions. We should put more emphasis on synonyms, on the distinction between written and spoken words. Chinese materials should pay more attention to the usage of words. Teachers should be alert to oral vocabulary teaching and the communicative aspects of homework and review, so that students can improve their efficiency of Chinese words’usage.