The Feasibility Of Relating HSK2.0 Test To Chinese Proficiency Grading Standards For International Chinese Language Education

“Chinese Proficiency Grading Standards for International Chinese Language Education”(hereinafter referred to as the "Grading Standard")is a national Chinese level standard for the new era,and is the top-level design and basic construction of the discipline of international Chinese education and the cause of international Chinese education.With the promotion and implementation of the Grading Standard,there are still doubts about whether HSK2.0(the new HSK launched in 2009 and still in use today)can adapt to the new standards and requirements.Therefore,in order to solve this series of problems,it is extremely important to explore the feasibility of the relation between HSK2.0 and the Grading Standard,and to promote HSK2.0 to strengthen the function of test score interpretation and ability identification under the unified standard of the Grading Standard.Taking the reading part test of HSK2.0 as an example,this paper discusses the feasibility of interfacing with the Grading Standard from the perspective of content evaluation.The research questions are as follows: How feasible is it to link the HSK Test Outline with the Grading Standard in terms of language ability description? How feasible is HSK2.0 to connect with the Grading Standard in terms of language quantitative indicators,topic task content and verbal communication ability?In response to the above research problems,this study refers to the content analysis framework of the combination of the Grading Standard and the ability description model Dutch Grid to analyze the content of the HSK Test Outline,12 sets of HSK2.0reading texts and topics.The research findings are as follows:(1)The HSK Test Outline and the Grading Standard are basically consistent in terms of overall and specific language ability descriptions,and the docking of content analysis is highly feasible.(2)The vocabulary and grammar points of HSK2.0 cover only about 40% of the Grading Standard,The feasibility of docking in terms of language quantitative indicators is low(3)HSK2.0 can basically cover the representative topics and tasks listed in the Grading Standard,and the feasibility of docking in terms of topic task content is high(4)The language and cognitive complexity of HSK2.0 text increases with the increase of the level,which is specifically manifested in the higher level of text abstraction,deeper difficulty of Chinese characters and vocabulary,more complex grammatical structure,longer text length The requirements for learners’ reading speed are higher,the types of topics are more diverse,and the operation of topics is more complex,which conforms to the change trend reflected by the description of verbal communication ability in the Grading Standard,and the feasibility of docking in terms of verbal communication ability is higher.To sum up,this study,starting from the content analysis procedure of the docking,discusses the feasibility of the docking between HSK2.0 and the Grading Standard,and lays a theoretical foundation for the precise docking of the two at the specific level in the future.It will also strengthen the score interpretation and capability identification functions of HSK2.0 under the unified standard of the Grading Standard,and provide an improvement direction for the future launch of HSK3.0...