A Comparative Study Of The "Chinese Proficiency Grading Stardards For International Chinese Language Education" And "World-Readiness Standards"

On 24 March 2021,the Ministry of Education and the National Working Committee on Languages and Characters issued the Chinese Proficiency Grading Stardards for International Chinese Language Education(hereinafter referred to as the ’Grade Standards ’).Based on the situation of Chinese teaching at home and abroad in the new era,this standard is an inevitable product of the new stage of international Chinese education development and an important achievement of the connotation construction of international Chinese education.The ’ World-Readiness Standards ’(hereinafter referred to as ’ Language Standards ’)is the latest revision of the global language learning standards by the American Foreign Language Teaching Commission in 2014.The promulgation of the ’ Language Standards ’ also meets the needs of the country ’s second language teaching development.Both ’ Grade Standards ’ and ’Language Standards ’ are national standards for second language teaching and learning.’Grade Standards ’ focuses on international Chinese education,while ’ Language Standards ’ focuses on multilingual second language teaching including Chinese.There are few comparative studies on language standards between China and the United States,and most of them are based on other previous grading standards in China.There is insufficient research on the docking application of the latest promulgated ’ Grade Standards ’ with other national standards.Based on this,this thesis can draw the conclusion: on the one hand,in the frame structure part: the overall structure is interrelated,the two standards have adopted the structure of the total score to arrange the whole standard,each part is independent and complementary;there are differences in the preface.The preface of ’ Grade Standards ’ occupies less space and focuses on language elements.The preface of ’ Language Standards ’ occupies more space and focuses on language application.There are differences in the main part.The main part of the “ Grade Standards ” is arranged according to the characteristics of Chinese and described quantitatively.The “ Language Standards ” is arranged according to the“ 5C ” standard and described as an example.The overall consistency of ’ Grade Standards ’ and ’ Language Standards ’ classification has its own characteristics.On the other hand,in the language ability part : the ’ Grade Standards ’ listening description is comprehensive and the ’ Language Standards ’ listening description is simple;’ Grade standards ’ reading ability focuses on step by step,’ Language Standards ’ focuses on theme description;in communicative competence,’ Grade standards ’ focuses on written language and translation ability,and ’ Language Standards ’ focuses on oral communication ability.The description of ’ Grade Standards ’ cultural competence is dispersed,and ’ Language Standards ’ cultural competence is centralized.This study mainly adopts the literature method and comparative method to analyze and summarize the similarities and differences between ’ grade standards ’ and ’language standards ’ from the aspects of frame structure and language ability.The findings are as follows :1.Frame structure.First of all,the overall structure of ’ Grade standards ’ and ’Language standard S ’ are interrelated.Both of them adopt the ’ total-division ’ structure to arrange the whole standard.Each part is independent and complementary.Secondly,there are differences in the preface.The introduction part of the ‘ Level standards ’ takes up less space and focuses on the description of language elements;the preamble to ’Language Standards ’ is more extensive and focuses on language application instructions.Again,there are differences in subject arrangement.The main part of ’Grade Standards ’ is arranged according to Chinese characteristics and described quantitatively.’Language Standard ’ is arranged according to the ’ 5C ’ standard and described as an example.Fourth,the two language levels are generally consistent and distinctive.2.Language competence.First of all,the description of the listening part of the“ Grade standards ” is relatively comprehensive,and the description of the listening ability of the “ Language Standard ” is relatively simple.Secondly,the reading ability of’ Grade Standard ’ focuses on gradual progress,while ’ Language Standard ’ focuses on topic description;thirdly,’ Grade Standard ’ focuses on written language and translation competence,while ’ Language Standard ’ focuses on oral communication competence.Finally,the description of ’ Grade Standard ’ cultural competence is dispersed,while the description of ’ Language Standard ’ cultural competence is relatively concentrated.Finally,this thesis proposes that ’ Grade Standards ’ should take into account globalization and localization,and it is urgent to support teaching and curriculum syllabus,and deepen the docking with other national standards.To promote overseas promotion and practical application of ’ Grading Standards ’.