taking into account the oral-written dichotomy of the...

Taking into Account the Oral-Written

Dichotomy of the Chinese language :

The division and connections between lexical

items for Oral and for Written activities

Bernard ALLANIC 安雄

舒长瑛 SHU Changying

I. The oral/written dichotomy in Chinese language and the teaching/assessment of Chinese

II. CEFR and the oral/written disassociation

III. Proposals of the EBCL project

IV. Method of preparing the lexical items list for Oral activities

V. Method of preparing the character threshold lists

I. The oral/written dichotomy in Chinese

language and the teaching/assessment of

Chinese

I.1 A disabling dichotomy

Unlike alphabetic languages, the Chinese language has no “transparency” between what is written and what is pronounced: learners are not able to read Chinese words aloud unless they have previously learned the characters.

Two major problems arise when oral and written objectives are connected in the teaching-learning process of Chinese/ when learners are obliged to learn how to write everything they can say:

1. Learning of oral Chinese becomes slower because the memorization of Chinese characters is inherently slow.

Two major problems arise when oral and written objectives are connected in the teaching-learning process of Chinese/ when learners are obliged to learn how to write everything they can say:

1. Learning of oral Chinese becomes slower because the memorization of Chinese characters is inherently slow.

2. Teaching of characters becomes dispersed and unsystematic because there is no respect for the graphic logic of written Chinese.

Two other problems occur when oral and written objectives are connected in the assessment of Chinese:

1. Candidates who cannot read characters will fail the oral exam. Even if they perfectly understand everything orally.

Two other problems occur when oral and written objectives are connected in the assessment of Chinese:

1. Candidates who cannot read characters will fail the oral exam. Even if they perfectly understand everything orally.

2. The assessments of written skills and oral skills are not set apart.

The teaching, the learning and the

assessment of Chinese must take into

account the non-alphabetic nature of

written Chinese.

Chinese

I.2 Advantages of the oral/written disassociation

Chinese

I.2 Advantages of the oral/written disassociation- For oral activities: the dissociation of oral and written activities can accelerate the learning process of oral Chinese, if the the learners are not obliged to know how to read or write the characters for every word they hear or use in oral activities.

Chinese

I.1 A disabling dichotomy I.2 Advantages of the oral/written disassociation- For oral activities: the dissociation of oral and written activities can accelerate the learning process of oral Chinese, if the learners are not obliged to know how to read or write the characters for every word they hear or use in oral activities.

- For written activities: it can be beneficial to the teaching of written Chinese : It helps to develop a character teaching program whichwill take into account the graphic logic of the Chinese characters, the cognitive memorization process, and the learning strategies of each learner.

� About the graphic logic of the Chinese Writing system, there is a fundamental rule :

The “law of economy” : the commonly used characters are limited in number . This limited number of characters can be used to write a considerable amount of words.

Chart : Coverage rate of 2000 most frequent

characters

� “According to traditional sinographic studies, a character has three

defining characteristics: graphic form, pronunciation and meaning.

However, since characters are symbols used for recording spoken

language, they exist equally as means of communication. Yet some

characters are used more frequently than others during this communication

process and there is a regular statistical pattern for it. We should therefore

consider that characters have a fourth defining characteristic: the

frequency of use.”

Feng Zhiwei 冯志伟

II.1. Disassociation of oral and written skills

The CEFR makes a distinction between different skills and respects the fact that a language user may have different levelsin different tested skills.

II.2 Coexistence of a vocabulary for oral activities and a vocabulary for written activities

� To narrow down the “scope of work” of its relatively vague descriptors, the CEFR has supplemented the various alphabetic language versions with “lists of linguistic forms”.

� For example, for Level A1, the CEFR provides lexical items lists comprising a number of items varying from 500 to 800 according to different languages. It is generally indicated that this number corresponds to the vocabulary for listening activities, which is naturally the largest vocabulary. It is also stated thatin written production, a smaller number of vocabulary items should be acquired.

III.1 Elaboration of lexical and grammatical item lists for oral activities By following the example of the supporting materials of the CEFR in numerous languages, we have compiled lists of lexical items for oral activities. We only select those considered to be essential to carry out thecommunication tasks set for each level. The selection of items does not take into account the level of difficulty for writing the characters. It only reflects the language needs of users for oral activities.

� The EBCL project has already drawn up the lexical items lists for oral activities for Level A1 and Level A2, which contain respectively 590 items and 1245 items.

� These lists are not set in stone and can of course be modified.

� These lists are available in characters as well as in pinyin, because the items are only required to be identified for oral activities, but not for written activities.

III.1 Elaboration of lexical and grammatical items lists for oral activities

III.2 Elaboration of character threshold lists and vocabulary listsfor Chinese written activities

The characters of these threshold lists are selected according to two criteria:

1) They make up the words considered necessary and essential for the accomplishment of the reading and writing tasks described at the corresponding level (priority is given to language needs).

The characters of these threshold lists are selected according to two criteria:

1) They make up the words considered necessary and essential for the accomplishment of the reading and writing tasks described at thecorresponding level (priority is given to language needs).

2) They are featured as frequently-used charactersin existing statistics studies.

� The character threshold lists for Level A1 and A2 contain respectively320 and 630 characters.

III.1 Elaboration of lexical and grammatical items lists for oral activities

III.2 Elaboration of character threshold lists and vocabulary listsfor Chinese written activities

III.3 Elaboration of lexical and grammatical item lists for written activities

These vocabulary lists contain all the lexical items which are at the same time listed for oral activities of the same level, and made of the characters of the corresponding threshold lists.

These vocabulary lists contain all the lexical items which are listed for oral activities of the same level, and made of the characters of the threshold lists.

At Level A1, 73% of the items necessary for oral activities are also selected in the written vocabulary list (430 out of 590 words). This proportion goes up to 75% at Level A2 (940 out of 1245 words).

� NB. The character thresholds and vocabulary lists apply first and foremost to the written production.

� It is agreed that for the written receptive activities the character and word numbers should be slightly increased. These amount can be :

A1: 300/400 characters for 500 words.

A2: 600-700 characters for 1000 words.

I. The oral/written dichotomy in Chinese language and the teaching/assessment of Chinese.

II. CEFR and the oral/written disassociation.

IV. Method of preparing the lexical items listfor Oral activities

� The lack of oral corpus

� the necessity of fulfilling the tasks described by the descriptors for each level.

� Be based upon European profiles and some Chinese resources by taking into account these two points:

- Cultural context. We should associate European context and Chinese context.

- The frequency of usage of the lexical items in Chinese.

Resources

� Vocabulary lists of Fr-Ge-It-UK profiles (level A2)

� Vocabulary of HSK – level 3

� Vocabulary of TOCFL – level 2 (corresponding to CEFR A2 level according to the presentation of the test)

� Lexical items from two textbook linked with CEFR and corresponding to A2 level:

- “你说呢” (by A. Arslangul, C. Lamouroux, I. Pillet, 2009)

- “Le chinois comme en Chine” (by Bernard Allanic, 2009)

� Lexical items from samples of spoken activities (work of It & UKteams)

ProcedureStep 1: to get the lexicon lists of level A2 from Fr-

Ge-It-UK profiles

ProcedureStep 1: to get the lexicon lists of level A2 from Fr-Ge-It-UK profiles

Step 2: to compare the four lists324

Step 2: to compare the four lists

Step 3: to insert further items from several resources

� Inventory of items from the vocabulary of HSK-3

� Inventory of items from the vocabulary of TOCFL-Taiwan (level 2)

� Inventory of items from samples of spoken activities

� Inventory of items from two textbooks

� An abstract of team voting

Step 4: to select items to add by voting

Result: From 738 To 589 (A1 items not included)

�1245 (EBCL-A2 Lexical items for spokenactivities)

Step 4: to select items to add by voting

The final EBCL-A2 lexical items list (items of EBCL-A1 included) contains 1245 items.

Pinyin has been added to all the items since it’s the vocabulary for spoken activities.

Appendix

� Appendix for A1 level: - European countries and “美国”, “日本”; - Ten most frequent Chinese names

� Appendix for A2 level:- frequent professions

- some famous places in China

- frequent polite form of address

I. The oral/written dichotomy in Chinese language and the teaching/assessment of Chinese

IV. Method of preparing the lexical items list for Oral activities

V. Method of preparing the character threshold lists

The sample for A1 :

starting point : one reference list (list 1)

� List 1. 255-characters Threshold of the French Chinese Language Syllabus LV3 (Chinese as third foreign language) published by the Official Bulletin in 2002. Developed under the direction of Prof. Bellassen, this threshold list includes characters which are selected for their high use frequency, their great combinatorial capacity and (sometime) their pedagogical value or cultural value.

In view of the number of selected characters and the selection criteria, List 1 could form the nucleus of the Level A1 threshold character list.

+ 2 steps

However, as List 1 was made before the implement of CEFR, it should be verified that all the characters within the list are in accordance with the requirements of CEFRL Level A1 (step 1) and we will compliment it with other characters also necessary to fulfill all the communicative tasks of A1 WP (step 2)

Step 1

� We have verified if the 255 characters of the list 1 are really relevant

in the context of CEFR :

Do they appear in the written form of the 580 words which

compose the lexical items proposed for Oral activities for A1 ?

( presupposed idea : we can write what we can say…)

Step 1

� We have verified if the 255 characters of the list 1 are really relevant in the context of CEFR : do they appear in the written form of the 580 words which compose the lexical and grammatical items proposed for Oral activities for A1 ?

� comparison between the 255 characters and the 490 characters constituting the 580 lexical items (list 2).

� We remove 18 characters (details provided on the

website)

Step 2

� A) we complete the list with 58 characters coming from 2 other recent corpus:

- Threshold of 202 “active characters” and 98 “passive characters”compiled as Chinese Teaching Programme for Middle Schools Level 1, published in France in 2005.

- List of 300 characters for beginners’ level published by Hanban in 2010.

Step 2

B) Adding of 25 more characters coming from list 2, ( made by the characters which compose the written version of the lexical items for oral)

It seemed that certain important characters were missing from the list of complementary characters and they might be useful for carrying out the activities of communications specific to Level A1.

For example, characters 头头头头 and 发发发发 for writing “hair” or “send (an email)” which are closely related to the exercise of self-introduction, or the characters for “cat” and “dog” which are related to the introduction of one’s home (in Europe).

� For A2, we followed the same methodology

� The reference list / the starting point was the 505-characters Threshold of Chinese Language Syllabus LV2 (Chinese as second foreign language) in France, published by the Official Bulletin in 2002.

Thank you！！！！

谢谢谢谢谢谢谢谢

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