英文摘要 |
The Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR) which was established by the European Council (EC) in 2001 was originally developed to serve as a common framework for language learning in Europe. It was aimed at bridging the gap among languages, and enhancing communicative language learning. CEFR describes language competence at three grades and six levels, which may facilitate the writing, planning, and designing teaching materials due to its stability and reliability. Up to the present time, CEFR along with ACTFL (American Council on the Teaching of Foreign Languages) guidelines and Canadian Language Benchmark (CLB) continue to be widely accepted as language standards.The CEFR framework is rather complicated. The linking of contexts to language is unique. Based on CEFR, contexts can be categorized into four domains, namely, personal, public, occupational and educational domains encompassing the lives and social interaction of the language users and learners and are appropriate for all age groups. Contexts in those four domains will appear proportionally in teaching materials.The author has completed ten online Chinese lessons at A1 and A2 levels during the period from January to December, 2009. The study shows that A1 and A2 contexts are in personal domain (39.33%), followed by those in the public domain (31.46%), occupational domain (20.22%) and educational domain (8.99%).Equipped with the experience in material writing and researching, the authors further analyze the design and distribution of B1 contexts. The authors use the prepositional description of CEFR context distribution as the foundation of her research. And then she analyzes the design and distribution of context domain, as well as the similarity and difference of content structure from three popular business Chinese textbooks. Finally she explores the design and distribution of CEFR context domain as an index function for the reference of teaching material writers. |