Applying the writing scales of the common European framework of reference for languages to the new HSK test of proficiency in Chinese: Realities, problems and some suggestions for Chinese language teachers and learners

Y. Hsiao, P. Broeder

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    This article explores levels of proficiency in Chinese with reference to the new HSK (Hanyu Shuiping Kaoshi) Chinese Proficiency Test and the Common European Framework of Reference for Languages (CEFR). Special attention is given to learning and teaching the writing of Chinese characters and the use of Pinyin, a phonetic Romanization of the Chinese language. First, the feasibility of both language scales is considered as a means of capturing proficiency in Chinese; then descriptions of Chinese courses offered by university language centres are analysed; and finally, semi-structured interviews with teachers of such courses and their learners are reported. This results in a number of suggestions for specifying instructional designs for teaching Chinese writing skills.
    Original languageEnglish
    Pages (from-to)59-74
    Number of pages15
    JournalLanguage Learning in Higher Education
    Volume2
    Issue number1
    DOIs
    Publication statusPublished - 2012

    Keywords

    • HSK (Hanyu Shuiping Kaoshi)
    • CEFR
    • Common European Framework
    • teaching Chinese as a foreign language
    • writing skills
    • level descriptors

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