Research On The Construction Of Vietnamese Chinese Language Competency Standards

Proficiency standards are an important part of the education system,and they are of great significance for the study of Chinese proficiency standards.However,there are relatively few studies on the localization of Chinese proficiency standards,which fail to meet the needs of Chinese learners outside China.This study makes full use of my advantages as a Chinese teacher in local universities in Vietnam,uses Vietnam as the scope of research,and explores the construction of Chinese proficiency standards as a research object.Through literature analysis and content analysis,I explore the standard construction method.The application analyzes the framework of Vietnamese foreign languages,explores the characteristics of grade division and descriptors suitable for Vietnamese Chinese learners,and then systematically constructs the "Vietnam Standards of Chinese".The paper also discusses the relationship between the"Vietnam Standards of Chinese" and the Vietnamese Chinese teaching system,the nationalization of the construction of Chinese proficiency standards,and proposes countermeasures and suggestions on how to improve Chinese proficiency.First,this article conducted a questionnaire survey of Vietnamese learners and analyzed the results using the Rasch model.Through the analysis of the three sections of overall analysis to comprehension ability,interaction ability and output ability,it revealed the problems existing in the current language ability standards,such as description Language ambiguity affects the learner's understanding of the ability index requirements;the degree of differentiation between the lower levels is not clear enough,and does not play the role of differentiation assessment;compared with other skill requirements,the written output requirements are too high;directly using the CEFR as a standard of foreign language proficiency,does not examine the learners in the country,which makes the standard unrealistic and difficult to apply to teaching practice.Secondly,through the analysis of the similarities and differences between Chinese and Vietnamese languages,we find that Chinese and Vietnamese languages are all isolated languages.The grammatical meaning is mainly determined by similarities such as functional words and word order,phonetic structure,and tones.This paper analyzes the influence of Chinese characteristics on Vietnamese learners,and concludes that Vietnamese learners have a "Chinese character cultural circle",Chinese cultural understanding,and Chinese-Vietnamese words help Chinese Advantages such as learning and disadvantages such as difficulty in learning Chinese characters and difficulty in obtaining written skills.Third,this article proposes the theoretical basis for the construction of the"Vietnam Standards of Chinese",including parameter analysis of definitions,principles,and properties,and draws up "Vietnam Standards of Chinese" on this basis.The standard is divided into three grades and six levels,including entry-level,elementary,intermediate,intermediate and advanced levels of proficiency and advanced and proficient levels of proficiency.Assessment form,including listening ability standard,reading ability standard,oral ability standard and written ability standard,of which oral and written ability increase the oral translation and written translation ability scale;this article also drafted the ""Vietnam Standards of Chinese" "knowledge form,cultural content suggestion form,and vocabulary outline suggestion form.This article revised the description language more simply and accurately,realized that the standard is in line with the Vietnam Foreign Language Framework.In addition,this article proposes that the "Vietnam Standards of Chinese" guides Vietnamese Chinese teaching,it has a strong application value in many aspects such as the syllabus formulation basis,textbook selection reference,and teaching evaluation reference.Finally,when discussing the construction of " Vietnam Standards of Chinese",we propose a "Ternary structure" model for Vietnam Standards of Chinese."Ternary" is the Vietnamese Foreign Language Proficiency Framework,Vietnam Chinese learners and Chinese.These are the main factors for the formation of standards.The three complement each other and are indispensable.At the same time,they are also an important guarantee for the construction and implementation of the "Vietnam Standards of Chinese." In addition,this article also discusses the issue of nationalization of Chinese proficiency standards,points out that issues such as "code ambiguity" and "CEFR supremacy" should be avoided.These issues have already appeared in the Vietnamese Foreign Language Framework.We should try to avoid appearing in the national Chinese proficiency standards,maintain both national characteristics and be scientific and standardized.This article proposes that the national Chinese proficiency standards should be a system,that is,the "Circle theory of Chinese proficiency standards".Each country should focus on the Chinese proficiency standards in mainland China and combine its own specific conditions and characteristics to build a suitable local language standard."Chinese proficiency standards",but a mechanism for mutual recognition of Chinese certificates should be established to make international cooperation and exchanges in international Chinese teaching more convenient and in-depth.