Aligning curriculum design with proficiency levels in a Chinese language program
A pilot study
This study evaluates the proficiency progress of Chinese L2 learners in a four-year Chinese language program using
the OPI and HSK assessments to explore benchmarks for proficiency-based program design. Findings indicated that students advanced
approximately one HSK level per year in reading and listening skills. In speaking, they advanced more than one sub-level per
semester; however, their progress slowed significantly upon reaching the ACTFL advanced level. Students completed the program
close to HSK level 5 in reading and listening and at the ACTFL advanced-mid level in speaking. A significant correlation between
HSK and OPI scores was found, suggesting that both assessments effectively measure language proficiency. The results also confirm
strong alignment between the curriculum and the program’s learning objectives in terms of proficiency achievement.
Article outline
- 1.Introduction
- 2.Chinese language proficiency standards
- 3.The alignment between proficiency standards and Chinese programs
- 4.Methods
- 4.1Participants
- 4.2Procedure
- 4.3Data analysis
- 5.Results
- 5.1Proficiency progression in the program
- 5.2Correlating the OPI and HSK
- 5.3Comparing learning outcomes and students’ performance
- 6.Conclusions and discussion
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References
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