A Study On "Chinese Language Proficiency Standard" For Thailand

This paper used Thai learners'Chinese proficiency, language proficiency standards and Chinese curriculums as research objects, used globally-based comparison, analysis by synthesis, literature research and questionnaire-interview survey as research methods, depth study about the actual situation of Chinese teaching in Thailand, analyze language proficiency standards and Chinese curriculums, then discuss about Chinese language proficiency standard for Thailand. Although the Thai Ministry of Education has formulated "Chinese Education Curriculum B.E.2551(A.D.2008)" to be the Chinese teaching guiding basis, but the curriculum structure and content are based on "Foreign Language Education Curriculum B.E.2551(A.D.2008)", that lacks relevant to Chinese teaching. This research holds a stance at the country's summit design targeting at the Chinese proficiency standard which is expected to cast theoretical significance to nationalized formation of learner's standard, not only in Thailand, but also in other countries, and to bring about pragmatic value in improve the overall language proficiency of the learners.In the first place, this paper figured out the problems of the actual situation of the Thai Chinese teaching. Firstly, every institutes have their own teaching direction lead to the uneven of learners'proficiency. Secondly, educational resource was lost within12-16years of learning under the instruction phenomena "four beginning point", most of the learners are in the state of "dumb Chinese". Thirdly, teaching materials are varied, selected materials are meet only the Chinese proficiency standard or training plan of one school. These problems occurred because of the lack of Chinese proficiency standard for instruction, so we should formulate "Chinese Language Proficiency Standard for Thailand" to be the guidance of Chinese teaching in Thailand.Based on the above finding, this paper analyzed seven language proficiency standards and Chinese curriculums. By comparing the effect to language teaching and Chinese teaching by the standards and curriculums, we have a clearly understand about the basic structure and the main content of the language proficiency standard, analyze principles and theoretical assumptions to formulate the standard, compare the indicator between primary level and advanced level, absorb the common advantage and prepare to formulate "Chinese Language Proficiency Standard for Thailand". Finally, clearly definite the structure and target proficiency range, then formulated the standard.This paper considered that "Chinese Language Proficiency Standard for Thailand" should be formulated to develop language communication ability as the core concept, which covers language skills, social language skill and pragmatic language skill. Include four types of language activities those are input, output, interaction and intermediary. And involve four language domains those are public domain, personal domain, education domain and workplace domain. Primary and the highest proficiency standards should be slightly lower than the other language standards, and refine the target proficiency range of the beginner stage. Doing so will help to stimulate the Thai Chinese learners' interest, conducive to the healthy development of Chinese teaching in Thailand.This standard include six tables those are'Learners'Chinese proficiency level','Summary of learners'language proficiency','Learners'language knowledge proficiency','Learners'language skills proficiency','Communicative topics recommendation'and'Cultural contents recommendation'. The outstanding of this standard are:①Vocabulary close to learners'daily life;②Apply traditional character and simplified character simultaneously, increase using Chinese proficiency;③Understand the similarities and differences between Chinese and Thai grammar, know more about Chinese grammar through comparison;④Know more about Chinese language related topics, on the basis of understand, learner can use Chinese for communication;⑤The classification is scientific and systemic, easy for examine every level's learners'Chinese proficiency.After formulate "Chinese Language Proficiency Standard for Thailand", this paper has discussed about the applying value of the standard. We found that this standard is guiding significance for Chinese teaching and evaluate of Thailand, the instructor can use its learning objective to arrange the course, design classroom tests, semester tests and college entrance examination, that would make it very convenient to check the learner proficiency level. This paper also proposed the appropriate teaching methods for each study level that can be the reference for Chinese teachers. This standard is promote "learning to learn" strategy, learners must autonomy to sustain Chinese learning, so that learners will understand the importance of individual learning, attach importance to the learning content that the teacher provide to, concentrate on things that appropriate to their own. In addition, this paper also designed learner's evaluation form and teacher's evaluation form, purpose to reflect the study and teaching problems, in order to prepare the corresponding solution.Based on the above study, this paper analyze the factor that influence the development of Chinese teaching in Thailand, an Proficiency Standard Priority theory was extracted as the best solution for develop Chinese teaching in Thailand and language teaching in other countries. To develop language teaching, improve learner's language proficiency, we have to formulate language standard at the first place. Otherwise, this paper proposed a "three-methods six-principles" formulate method as the methods to formulate "Chinese Language Proficiency Standard for Thailand" and the language proficiency standard for other countries, that has theoretical significance for Chinese teaching in Thailand and language teaching in other countries.