歐洲共同架構在華語教學之應用：以國立臺灣師範大學國語教學中心使用之教材為例

The Implementation of the CEFR in Chinese Teaching: Assessment of the Teaching Materials Used in Mandarin Training Centers

歐洲共同架構在歐洲十分普及，但在華語的應用起步較晚，一方面也是因為此分級著重溝通能力，缺乏對於詞彙或是語法的描述，較難掌握。對於歐洲共同架構應用在華語的研究，先前文獻著重在各級之詞彙量或是新教材之開發，本研究則是以檢驗現有教材為目的，以臺灣國語教學中心使用的教材為例，透過熟悉分級之專業人員與華語教師的交流，得出分級結果。本研究除了所得結果可以作為不同等級教材之實例外，亦顯示此檢驗有助於課程之設計。

The CEFR (The Common European Framework of Reference for Languages, Teaching, Assessment) has been widely used in Europe, yet the implementation of such a framework in Chinese may be still challenging for Mandarin teaching teachers. This is mainly because the CEFR focuses on assessing learners' communicative proficiency and as a result does not target on specific vocabulary words or grammar. Previous studies of the implementation of the CEFR in Chinese include vocabulary size (e.g. Chang 2012) and the designs of new teaching materials (e.g. Xu 2012). In this study, we proposed to use the CEFR to examine the existing teaching materials, using the teaching materials at the Mandarin Training Center in Taiwan as an example. With a collective effort, we categorized various teaching materials into different levels, which we hope can serve as examples for showing how existing teaching materials fit into the CEFR. We also demonstrated how such an assessment can bridge a gap in a curriculum design.