Reception Written Andreas Guder Freie University Berlin
BCLTS 2012, University of Central Lancashire, 10/23/201211-13/07/2012 Preston 2
� 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 overview/ get a orientation/ skim over notices: in public places, such as streets, general idea of sth the text restaurants, 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 text tradesman) • 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 BCLTS 2012, University of Central Lancashire, 10/23/201211-13/07/2012 Preston 3
1) Bank of CEFR related Descriptors: http://www.coe.int/t/DG4/Portfolio/?L=E&M=/documents_intro/Data_bank_descriptors.html � CEFR (Common European Framework of Reference) descriptors � ELP (European Language Portfolio) self assessment descriptors, developed by the Swiss project LINGUALEVEL and including the outcomes of the Bergen CAN DO project. � EAQUALS (European Association for Quality Language Services) bank of descriptors, which has provided descriptors for “plus levels”, filling the gaps on the original EAQUALS/ALTE ELP checklists, has provided systematic coverage of a specific number of categories, and has developed further the descriptors for strategies. 2) Japanese Foundation ‘Can do’ statements: http://jfstandard.jp/pdf/jfs2010_all_en.pdf; http://jfstandard.jp/pdf/JF_Cando_Category_list.pdf � Japanese Standard for Japanese Language education based on CEFR BCLTS 2012, University of Central Lancashire, 10/23/201211-13/07/2012 Preston 4
Overall reading comprehension • Reading correspondence • • Reading for orientation Reading for information and argument • Reading instructions • BCLTS 2012, University of Central Lancashire, 10/23/201211-13/07/2012 Preston 5
It was agreed upon that the CEFR descriptors for “reading competence” can, in principle, be applied to the Chinese language. Yet, three crucial limitations must be mentioned:
� 1. Achievement time � In addition to the necessary vocabulary, the learner also has to be familiar with a certain amount of characters. Whereas all European languages have close and mostly regular sound-grapheme connections, this connection between spoken and written language is extremely weak in Chinese, so that in order to acquire reading competence in Chinese, a phonetic system as well as a largely independent graphic system have to be mastered at least passively. This leads to a significantly longer learning time in comparison to languages using an alphabetic writing system.
2. Proper names and “familiar names” The category “familiar names” which can be found several times within the CEFR must be relativised to the extent that even the names of persons and places which are written in the same way in all languages using an alphabetic writing system, cannot automatically be considered “familiar names” in Chinese, which means that reading tasks containing such proper or place names must be rated much more difficult than is the case in the CEFR. 悉尼 ( X ī ní ) = Sydney 雅典 ( Y ă di ă n ) = Athens 黑格尔 ( H ē igé’ ě r ) = Hegel 伏尔泰 ( Fú ě rtài ) = Voltaire
3. Chinese Written language ( sh ū miàny ŭ 书面语 ) Learners at beginners’ level (A1/A2) are hardly able to understand authentic written documents due to the amount of characters which are primarily used in written language, a vocabulary which the learners have not yet acquired at this level. Reading tasks at this level usually comprise the targeted search for information (selective reading) or the comprehension of a certain text type (global reading comprehension). Other than that, the assumption was made that the acquisition of Chinese reading ability at this level of competence mainly focusses on the spoken language ( 口头语 k ǒ utóuy ǔ ) and the characters required for that. In view of the use of Chinese written language in authentic written texts, it was agreed for the EBCL project that lexemes of the Chinese written language in the sense of sh ū miàny ŭ ( 书面语 ) can only be considered relevant for level B1. (Thus, the 630 character list for A2 compiled in the scope of this project was mainly defined on the basis of the vernacular use of the language. As far as reading competence at level A2 is concerned, only a few lexemes that are somewhat frequent especially in the context of information signs were assigned to this level, like 此 and 勿 ).
The usage of dictionaries or digital devices becomes a basic competence that should be achieved at a quite early stage, as it becomes crucial to accomplish several reading tasks. Sinographemic competence A1+ “knows how to use dictionaries or electronic devices to look up lexical items of unknown characters” BCLTS 2012, University of Central Lancashire, 10/23/201211-13/07/2012 Preston 10
I can understand simple forms well enough to give basic personal details (e.g., name, address, date of birth). ID/ registration forms 1. 入学登记表 Task: Identify where the person has written her name, birthday and gender. (http://w50.ivip.cn/manager/eWebEditor/UploadFile/200957204926708.jpg 2) 宾馆住宿登记表 / 入住登记表 Task: Find out where to put in your name, gender, nationality and birthday. 张世涛 2003: 初级汉语阅读教程 1, ， p.173
I can understand simple written messages concerning appointments (time and date), e.g.in sms phone messages, emails etc. Task: Understand the main content of the text messages (sms) or short emails: 好，明天 3 点北大东门见 今天晚上有空吗？今天晚上去看电影好吗？ 不行，今晚没空。不好意思， 明天怎么样？ 你好！你怎么样？工作忙不忙？ 明天下午你有时间吗？咱们去吃冰淇淋怎么样？
I can find time and price related information encountered in public places (price tags, opening hours) 超市 酒店 邮局 门票： 10 元 南站 营业时间：早上 8 点到晚上 8 点半 特价
I can understand short simple greetings and messages e.g. via SMS, on birthday cards and invitations. Task: Identify the text type of the following text: (greeting/ birthday/ invitation cards) 1) 祝你生日快乐，万事如意，心想事成 2) 祝你龙年健健康康、平平安安 Task: Get some relevant information (kind of occasion, time and date, identification of place) from this invitation card. http://image.cn.made-in-china.com/2f0j01RBetydDlhgqT /%E9%82%80%E8%AF%B7%E5%87%BD.jpg
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