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Article published In: From Theory to Practice: Adopting the Chinese proficiency grading standards for international Chinese language education in North America
Edited by Jie Zhang and Ye Tian
[Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 58:2] 2023
► pp. 108–128

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Approaches in aligning language frameworks

A review

 | Howard University
 | Chongqing University
Published online: 12 September 2024
DOI logo with link
https://doi.org/10.1075/csl.00035.lin
Abstract
Research on the alignment of “Chinese Proficiency Grading Standards for International Chinese Language Education” with other mainstream language frameworks is in its early stages. To provide practical suggestions for researchers of the Grading Standards, this literature review study investigated general approaches and specific techniques used to align three influential language proficiency frameworks (i.e., the CEFR, ACTFL, and CSE) with each other and with other frameworks. Through a review of alignment studies published between 2000 and 2023, this study introduced both direct and indirect approaches in aligning language frameworks, along with data collection and data analysis techniques associated with each approach. It also highlighted the prerequisites, advantages, and disadvantages of each approach and offered recommendations for future alignment research.
摘要
《国际汉语教育汉语水平等级标准》（以下简称为《等级标准》）与其他主流语言框架的对接研究目前仍处于初级阶段。这篇文献综述梳理了其他语言能力框架（如 CEFR、ACTFL和CSE）对接时所采用的途径和具体技术手段。 通过回顾2000年至2023年发表的量表对接研究，本文概括了语言框架对接所使用的直接和间接方法，以及与每种方法相关的数据收集和数据分析方法。本文还指出了每种方法的先决条件、优点和缺点，并对《等级标准》与其他量表的对接提出了研究方法方面的建议。
Article outline
  • 1.Introduction
    • 1.1Language proficiency frameworks
    • 1.2Alignment research of the grading standards
    • 1.3Major L2 language proficiency frameworks and their alignments
    • 1.4Item response theory and the Rasch model
  • 2.Method
    • 2.1Article search and selection
    • 2.2Description and analysis of the articles
  • 3.Results
    • 3.1Indirect approaches
      • 3.1.1Test-mediated approaches
      • 3.1.2Exemplar response approaches
    • 3.2Direct approach/Descriptor-oriented approach
  • 4.Discussion and conclusions
  • Notes
  • References
References (52)
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