为欧洲汉语作为外语学习者的能力订立基准 : Erste Ergebnisse, Ziele und Problemfelder des “European Benchmarking Chinese Language Project” Andreas Guder Ostasiatisches Seminar FU Berlin
Themen 1. Das Projekt EBCL und seine Teilprojekte 2. Teilprojekt Graphemische / Orthographische Beherrschung 3. Teilprojekt Lesekompetenz: Probleme und Beispiele 4. Ausblick
What’s EBCL Das Projekt “European Benchmarking Chinese Language (EBCL)” hat zum Ziel, auf der Basis des Europäischen referenzrahmens für Fremdsprachen (2001) einen Referenzrahmen für den Erwerb, das Unterrichten und Beurteilen chinesischer Sprachkenntnisse zu entwickeln. 3
Ziele von EBCL: � Referenzrahmen von Kompetenzdeskriptoren für Chinesisch “in europäischem Kontext” � Stärkung des Bewusstseins für soziale und sprachliche Unterschiede zwischen Chinesisch und europäischen Sprachen � Bildung eines europäischen Netzwerks für Universitäten, Dozenten und andere Institutionen � Stärkung der Internationalisierung von Europas Universitäten � Unterstützung der Mobilität der Studierenden � Bruch mit der alten Tradition der wissens- und strukturbasierten vermittlung von Chinesisch in Europa hin zu einem kommunikativ- handlungsorientierten Ansatz � Ein Werkzeug für die Entwicklung einer neuen Generation von Curricula und Lehrwerken für die chinesische Sprache in Europa zu bieten. 4
EBCL project team: (Leitung durch ein Advisory Board) Project partners Associated schools � Freie Universität Berlin, � Geschwister Scholl GE Gesamtschule, Dortmund, GE � University of Rennes II, FR � Collège-Lycée Emile Zola de Rennes, FR � “Sapienza” University of Rome, IT � Convitto Nazionale "Vittorio Emanuele II“di Roma , IT � School of Oriental and African Studies, University � Kingsford Community School, of London, UK UK 5
Main activities � Survey of European universities and use of CEFR for their teaching of Chinese – Rome Seminar 19-20 May 2011 � Survey of existing descriptors and proposed ones for A1/2 in mid October – Paris Seminar 14-15 Oct 2011 � Collection, modification and discussion of existing descriptors from different sources, collecting task examples for Chinese (main work 2011-2012) � Half-year meetings, weekly communication via web discussion
From CEFR to EBCL Common European Framework of References for Languages: Learning, teaching assessment (2001) European Benchmarking Chinese Language Project (Start Nov 2010) http://ebcl.eu.com/ 7
Handlungsorientierter Ansatz Sprachverwender � entwickeln allgemeine und kommunikative Sprachkompetenz � führen Sprachhandlungen durch � produzieren und empfangen Texte, die mit bestimmten Themen und Domänen in Zusammenhang stehen “ ‘Text’ is used to cover any piece of language, whether a spoken utterance or a piece of writing, which users/learners receive, produce or exchange. There can thus be no act of communication through language without a text.”
Texts “ ‘Text’ is used to cover any piece of language, whether a spoken utterance or a piece of writing, which users/learners receive, produce or exchange. There can thus be no act of communication through language without a text.” � Texts have many different functions in social life and result in corresponding differences in form and substance. � Different media are used for different purposes. � Differences of medium and purpose and function lead to corresponding differences not only in the context of messages, but also in their organisation and presentation. � Texts may be classified into different text types belonging to different genres.
� For what purposes will the learner need or be required to read? � For what purposes will the learner need or be required to read? � In which modes will the learner need or be required to read? � In which modes will the learner need or be required to read? Purpose Mode Example (from CEFR descriptors A2) To have an Reading for general • Can understand everyday signs and notices: overview/ get a orientation/ skim in public places, such as streets, restaurants, general idea of sth over the text railway stations To look for specific Reading for • Can locate specific information in lists and information information and isolate the information required (e.g. use the argument/ scan the "Yellow Pages" to find a service or tradesman) text • Can identify specific information in simple written material he/she encounters such as brochures, time tables To gain detailed Reading for • Can understand simple instructions on understanding instructions equipment encountered in everyday life - such as a public telephone
EBCL Project Challenge 1: Levels � CEFR has 6 language proficiency levels Proficient user Independent user Basic user 12
EBCL Project Challenge 1: Levels � EBCL has 12 language proficiency levels and sublevels C2 EBCL Language Proficiency Levels with reference to CEFR Levels C1+ Level Professional C1 C User B2+ B2 Independent B1+ Level User B B1 A2+ A2 A1+ Basic User Level A A1 A1.1 13
CEFR: Global Descriptors Reception Production Listening (oral) Reading (written) Speaking (oral) Writing (oral) A2 I can understand I can read very short, simple I can use a series of I can write a series of phrases and the highest texts. I can find specific, phrases and sentences to simple phrases and frequency vocabulary predictable information in describe in simple terms sentences linked with related to areas of most simple everyday material my family and other simple connectors like immediate personal such as advertisements, […] people, living „and", „but“ and relevance […] I can conditions, my „because“. catch the main point in educational background short, clear, simple and my present or most messages and recent job announcements I can recognise familiar I can understand familiar I can use simple phrases I can write simple A1 words and very basic names, words and very and sentences to isolated phrases and phrases concerning simple sentences, for describe where I live and sentences. myself, […] when example on notices and people I know. people speak slowly and posters or in catalogues. clearly.
EBCL Project Challenge 2: Adapting Descriptors/’Can do’ statements � CEFR has Action-oriented Can-do statements for the different abilities Reception (Spoken/Written) Production (Spoken/Written) Interaction (Spoken/Written) 15
GER-Deskriptoren sind eine unveränderliche Norm. Es können nur Modifikationen und Ergänzungen (Zusatzebenen, Zusatzkompetenzen) vorgenommen werden, die im GER beschriebenen Kompetenzniveaus können im Interesse der weltweiten Vergleichbarkeit sprachlicher Fertigkeiten nicht gesenkt werden.
Basiskompetenzen � Hören… � Sprechen… � Mündliche Interaktion… � Lesen � Leseverstehen allgemein � Korrespondenz lesen und verstehen � Zur Orientierung lesen � Information und Argumentation verstehen � Schriftliche Anweisungen verstehen � Schreiben… � Schriftliche Interaktion…
Chinese Language Listening Speaking Reading Writing No difference No difference No difference No difference C2 from CEFR from CEFR from CEFR from CEFR No difference No difference slightly different slightly different C1 from CEFR from CEFR from CEFR from CEFR No difference No difference slightly different slightly different B2 from CEFR from CEFR from CEFR from CEFR No difference No difference slightly different slightly different B1 from CEFR from CEFR from CEFR from CEFR slightly different slightly different strong difference strong difference A2 from CEFR from CEFR from CEFR from CEFR A2.1. / A2.2. slightly different slightly different strong difference strong difference A1 from CEFR from CEFR from CEFR from CEFR A1.1. / A1.2.
Weitere Kompetenzen Im GER: � Wortschatzspektrum / Wortschatzbeherrschung � Grammatische Korrektheit � Beherrschung der Aussprache und Intonation � Beherrschung der Orthographie Nicht im GER: � Interkulturelle Kompetenz � …
Overall language Proficiency Overall language Proficiency Communicative Communicative Communicative Communicative Communicative Communicative Communicative Strategies Strategies Language Competencies Language Competencies Activities Activities Activities Linguistic Linguistic Sociolinguistic Sociolinguistic Pragmatic Pragmatic Control Control Control Range Range Vocabulary Vocabulary General General Grammatical Grammatical Grammatical Phonological Phonological Phonological Range Range Linguistic Linguistic Accuracy Accuracy Accuracy Control Control Control Orthographic Orthographic Orthographic Orthographic Vocabulary Vocabulary Vocabulary Control Control Control Control Control Control Control Three main constituents of Communicative language competences are distinguished: linguistic, Sociolinguistic and Pragmatic. The linguistic competences are important in achieving efficiency and effectiveness in language use. For linguistic competence two factors are distinguished: range and control and within each of these two factors several aspects are distinguished. For each box in the diagram descriptive scales are offered in the CEFR.
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