A Comparative Study of the Chinese Proficiency Grading Standards for International Chinese Language Education and the Common European Framework of Reference for Languages

Abstract

Aims: Language is the key to understanding a country and its culture, and standards are crucial for mastering a language. Based on the current state of global language education cooperation and exchange, this paper explores the differences in language proficiency descriptions between the Chinese Proficiency Grading Standards for International Chinese Language Education (CPGSICLE) and the Common European Framework of Reference for Languages (CEFR), both of which hold significant positions in academia. Methodology: A comparative analysis from multiple perspectives was used in the study. Results: By comparing and analyzing the similarities and differences in their descriptor system construction, descriptive perspectives, and core features, the study reveals that the CPGSICLE excels in quantitative evaluation and highlighting the unique features of the Chinese language, while the CEFR demonstrates outstanding strengths in cross-language comparison and the description of communicative competence. Conclusion: This research provides essential references for language teaching and assessment practices, contributing to the comprehensive evaluation and effective improvement of students’ language proficiency.