Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA - Volume 58, Issue 2, 2023

Abstract

This special issue delves into the Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter referred to as “Grading Standards”), the first comprehensive framework for assessing the Chinese language proficiency of international learners. It presents five empirical studies that examine the applicability and challenges of adopting these standards in North America. The first paper offers a comparative analysis of global language standards, while the subsequent papers explore various aspects of the Grading Standards’ localization in the North American context, including character teaching, vocabulary, grammar instruction, and oral proficiency. The findings and recommendations provide valuable insights for course design, curriculum development, and textbook compilation in Chinese language programs across North American universities.

Abstract

Research on the alignment of “Chinese Proficiency Grading Standards for International Chinese Language Education” with other mainstream language frameworks is in its early stages. To provide practical suggestions for researchers of the Grading Standards, this literature review study investigated general approaches and specific techniques used to align three influential language proficiency frameworks (i.e., the CEFR, ACTFL, and CSE) with each other and with other frameworks. Through a review of alignment studies published between 2000 and 2023, this study introduced both direct and indirect approaches in aligning language frameworks, along with data collection and data analysis techniques associated with each approach. It also highlighted the prerequisites, advantages, and disadvantages of each approach and offered recommendations for future alignment research.

提要

通过分析美国宾夕法尼亚大学中文项目八门主要中文课程使用的三部教材《一言一行学中文》、《传承中文》、《新的中国》中汉字、词汇的数量与等级，本研究探讨《国际中文教育中文水平等级标准》在美国落地的挑战和意义，也为未来美国大学中文课程的总体设计、衔接和教材编写提供参考依据。

Abstract

The present study developed and implemented a character recognition test based on the Chinese Proficiency Grading Standards for International Chinese Language Education. Using a stratified systematic sampling approach, we selected 15 characters from each level, ranging from levels 1 to 6, and 45 characters from the advanced level. This test was administered to 32 L2 Chinese learners from two universities. The results, on one hand, present an estimation of learners’ character size and revealed variations at multiple levels, including school, course, and individual levels. On the other hand, they serve as a valuable link between the Standards and teaching/learning practice, enabling a necessary reflection on the efficacy of the Standards, particularly in terms of the character component.

提要

本文基于《国际中文教育中文水平等级标准》来考察北美本土最具代表性的初中级中文教材《中文听说读写》语法点的覆盖情况、等级分布、种类分布和介绍方式，对《中文听说读写》的语法介绍提出建议，为国际中文教学教材与《国际中文教育中文水平等级标准》接轨提供参考和借鉴。

提要

等级描述语是《国际中文教育中文水平等级标准》的核心内容之一，本文聚焦“听、说、读、写、译”五项语言技能中的“说”，回顾了语言标准的研制理论，介绍了“说”等级描述语的研制原则、描写角度及效度验证结果。最后结合美国中文教学的实际情况，就“说”等级描述语在教学与测试中的应用提出建议。

This article reviews Social Perspective: An Intermediate-Advanced Chinese Course 社会视角: Volume IStandard Course 标准教程 HSK 6 上Standard Course 标准教程 HSK 6 上 Workbook978-0-367-65214-27561942540756194781X