CERF, EBCL and University Chinese Language Teaching

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1 CERF, EBCL and University Chinese Language Teaching The 11 th BCLTS International Conference At University of Nottingham 4 July 2013 George X Zhang Richmond University

2 CERF, EBCL and University Chinese Language Teaching 1. Setting the scene 2. CEFR and Chinese 3. EBCL project and its recommendations 4. EBCL recommendations and implications for university Chinese language teaching 5. Concluding remarks

3 1. Setting the scene CEFR Common European Framework of References for languages (2001, Council of Europe) EBCL European Benchmarking Chinese Language project ( ) Seminars Oct 2012 in Brussels and March 2013 in Beijing Can-do statements and 7 supporting documents

4 2. CEFR and Chinese CEFR and development The Common European Framework of Reference for Languages (CEFR) has revolutionised the way we think about languages in Europe. Despite this much remains to be done to put its ideas into practice Real CEFR 2011 Languages included in the CEFR profile - 欧洲语言共同参考框架不只是为欧洲语言设计的, 而是在欧洲范围内语言教学的框架, 也基本符合汉语的标准 ( 转引宋连谊, 汉语世界 2013) - European means European languages (Pearson CEFR Guide)

5 3. EBCL and its recommendations 欧洲汉语基准项目 (EBCL) 是由欧盟资助的, 依据欧洲语言共同参考框架文件, 为欧洲汉语学习者和使用者制定的汉语能力基准框架, 以便于他们能够参考此基准学习汉语使用汉语 ( 转引 Bellassen, 汉语世界 2013) Principles for EBCL project Language use in multilingual and multicultural Europe, now also including less widely used languages, e.g. minority languages and immigrant/community languages Approaches to EBCL project All the languages are equal and thus treated the same: Council of Europe are all the languages used the same way? Not all languages are equal in their use and status, and degree of perceived difficulty, thus they should be treated differently

6 3. EBCL and its recommendations EBCL seven supporting documents 1. EBCL proposed list of topics/ themes 2. Functions 3. A1 characters(320) 4. A2 characters(650) 5. A1-A2 lexical items for written production (940) 6. A1 lexical items for oral productions (589) 7. A2 lexical items for oral productions (1245)

7 3. EBCL and its recommendations 顾安达还介绍了欧洲汉语教学要用多少时间来达到一个标准平均来讲,A1 如果不教汉字的话, 可以用个学时来完成 B1 听说读写水平大概要用 1000 个小时 ; 要达到 B2 水平, 必须到中国留学一年 ( 世界汉语 2013) Is there any future for university Chinese language teaching at all?

8 4. EBCL recommendations and implications for university Chinese language teaching Huge gap between ability described in the EBCL framework, the stated attainment levels and the actual achievement Constraints of university Chinese language teaching Contact and study hours Stated attainment levels if CEFR related Language competence framework and syllabi of university language courses confusion

9 4. EBCL recommendations and implications for university Chinese language teaching New HSK - Chinese language proficiency for speakers of Chinese as a second/foreign language Controversies and discussions Association with CEFR Very limited vocabulary Pinyin and character writing

10 4. EBCL recommendations and implications for university Chinese language teaching HSK and CEFR by Hanban 新 HSK 词汇量国际汉语能力标准 (CLPS) 欧洲语言框架 (CEF) HSK 六级 5000 及以上 C2 五级 HSK 五级 2500 C1 HSK 四级 1200 四级 B2 HSK 三级 600 三级 B1 HSK 二级 300 二级 A2 HSK 一级 150 一级 A1 Sources:

11 4. EBCL recommendations and implications for university Chinese language teaching CEFR a European language framework with mismatch for other non-european languages and multilingual objectives Universality and partial competence EBCL CEFR is replicated with differences, but falls short of its objectives CEFR and HSK Rethink of objectives and design of the courses, materials and teaching approaches

12 4. EBCL recommendations and implications for UCLT a few areas to consider Chinese language in the European context Intercultural and cross cultural competences University Chinese language course objectives and design Course objectives and time allowed for them with regard to domains, levels and complexity of functions, linguistic and cultural elements of the language Collaboration in CLT and with other non-european languages Research into effective and efficient ways of Chinese language learning (acquisition) and teaching (approaches, materials, and assessment etc)

13 5. Concluding remarks Chinese language teaching needs to get into main stream of foreign language teaching in Europe, thus CEFR is relevant CEFR is rooted in European context thought some of its communication functions may be universal and proposed accompanying language portfolio useful Differences between the competence framework descriptors and course syllabi course objectives Time and other conditions needed to achieve full competences in language

14 Thank you!

Shanghai International Studies University THE STUDY AND PRACTICE OF SITUATIONAL LANGUAGE TEACHING OF ADVERB AT BEGINNING AND INTERMEDIATE LEVEL A Thes

上海外国语大学硕士学位论文对外汉语初中级副词情境教学研究与实践院系 : 国际文化交流学院学科专业 : 汉语国际教育姓名 : 顾妍指导教师 : 缪俊 2016 年 5 月 Shanghai International Studies University THE STUDY AND PRACTICE