This study scrutinises the Chinese characters in two reference works compiled as part of two projects:the Graded list and the EBCL list.Situated in the character-based theory,the characters compiled in both are examin...This study scrutinises the Chinese characters in two reference works compiled as part of two projects:the Graded list and the EBCL list.Situated in the character-based theory,the characters compiled in both are examined in depth from the perspectives of character complexity,character structure,semantic and phonetic radical transparency,frequency of character,and frequency of word formation.The results show that the two lists share similarities in terms of distribution of characters of different structures,level of semantic radical transparency,and frequencies of character and word formation.The character complexity of the Graded list is higher than that of the EBCL,while the level of phonetic radical transparency of the Graded list is lower than that of the EBCL list.With the Graded list,the high demands of character learning need to be borne in mind;this is due to the visual load of character complexity and the pronunciation information provided in phonetic radicals.Against a backdrop of increasing demand for CFL pedagogical materials,the differences and similarities between the two lists analysed and discussed in this study contribute to their pedagogical applications in teaching and learning Chinese characters.展开更多
《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,简称CEFR)对欧洲范围的语言教学产生了巨大而深远的影响,而且这一影响已经超出了欧洲。身处欧洲的汉...《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,简称CEFR)对欧洲范围的语言教学产生了巨大而深远的影响,而且这一影响已经超出了欧洲。身处欧洲的汉语教学自然不可避免地受其影响。这种影响或是直接的,或是间接的。许多汉语教师对CEFR的了解可能仅限于其六级语言水平,而对这六级语言水平的了解很可能是通过汉语水平考试的同等级别获得的。笔者认为,这不仅是不全面的,而且甚至是不正确的。此外,从事汉语教学的教师十分有必要认真地考察CEFR本身及其延伸的应用能为汉语教学的开展带来什么益处。本文通过"欧洲汉语能力基准项目"的研发过程,就CEFR在欧洲范围对汉语教学与测评的影响从几个方面加以描述与讨论。展开更多
文摘This study scrutinises the Chinese characters in two reference works compiled as part of two projects:the Graded list and the EBCL list.Situated in the character-based theory,the characters compiled in both are examined in depth from the perspectives of character complexity,character structure,semantic and phonetic radical transparency,frequency of character,and frequency of word formation.The results show that the two lists share similarities in terms of distribution of characters of different structures,level of semantic radical transparency,and frequencies of character and word formation.The character complexity of the Graded list is higher than that of the EBCL,while the level of phonetic radical transparency of the Graded list is lower than that of the EBCL list.With the Graded list,the high demands of character learning need to be borne in mind;this is due to the visual load of character complexity and the pronunciation information provided in phonetic radicals.Against a backdrop of increasing demand for CFL pedagogical materials,the differences and similarities between the two lists analysed and discussed in this study contribute to their pedagogical applications in teaching and learning Chinese characters.
基金"欧洲汉语能力基准项目"(European Benchmarking Chinese Language简称EBCL)支持欧洲委员会(Council of Europe)的终身教育项目(Lifelong Learning Programme)(项目序号:511644-LLP-1-2010-1UK-KA2-KA2MP)资助
文摘《欧洲语言共同参考框架:学习、教学、评估》(Common European Framework of Reference for Languages:Learning,Teaching,Assessment,简称CEFR)对欧洲范围的语言教学产生了巨大而深远的影响,而且这一影响已经超出了欧洲。身处欧洲的汉语教学自然不可避免地受其影响。这种影响或是直接的,或是间接的。许多汉语教师对CEFR的了解可能仅限于其六级语言水平,而对这六级语言水平的了解很可能是通过汉语水平考试的同等级别获得的。笔者认为,这不仅是不全面的,而且甚至是不正确的。此外,从事汉语教学的教师十分有必要认真地考察CEFR本身及其延伸的应用能为汉语教学的开展带来什么益处。本文通过"欧洲汉语能力基准项目"的研发过程,就CEFR在欧洲范围对汉语教学与测评的影响从几个方面加以描述与讨论。
