CEFR應用在法國漢語教學中的挑戰與困境探討

CEFR, the Specificity of Chinese Language and the Teaching of Chinese as a Foreign Language in France

《歐洲共同語言參考標準》（簡稱CEFR）在歐洲的語言教學已施行二十多年。中文在法國的教學也從2003年，法國教育部頒發第一部中學漢語教學課綱之後施行到今。CEFR制定下的外語學習之五項語言能力（聽力、互動表達、連貫表達、閱讀、寫作）當中各項分級的初步概念（A1-C2）在法國已擁有一定程度的普及性，但是這不盡然代表法國的中文教學與CEFR已全然無縫接軌。中文文字不直接標音的特殊性，以及其身為與西方語言擁有根本不同性質的文字（遠距離語言）這一特點，使得中文書寫及閱讀的教學需要與歐美語系語言的書寫及閱讀教學做出具有差異性的教學法。這些教學法中相當重要的一項即是「分開培養中文的（被動）認讀能力及（主動）書寫能力」，正是因為上述中文習得的認知途徑與歐語不同的緣故。然而特殊套用於中文的教學法—字本位教學法、語文分步教學法、集中識字教學法等，也需要在對應於CEFR時適度調整實作時的評量標準，因此CEFR不盡然完整適用於中文教學。本文將以法國的漢語教學條件，檢視CEFR應用於中文教學的優缺點，並進一步討論施行CEFR的條件與挑戰。另加以介紹今日法國漢語教學概況、略敘法國的漢語傳播情形，進而討論華文教學裡幾項可望具有革命性的教學法（打字教學、拼音寫作教學），作為現代漢語教學的明日想像。

The Common European Framework of Reference for Languages (CEFR) has been implemented in Europe for over 20 years. The teaching of Chinese in France began in 2003, when the French Ministry of Education published the first Chinese teaching program for secondary schools. The initial concepts of the levels (A1-C2) for each of the five language learning skills (listening comprehension, interactive speaking, continuous speaking, reading comprehension, and writing) outlined in the CEFR have gained some popularity in France. However, this does not mean that Chinese teaching in France has been coherently integrated with the CEFR. The specificity of Chinese writing, which is not directly phonetic, and its fundamental difference from Western languages (a distant language), require different pedagogical approaches for teaching Chinese writing and reading compared to European and alphabetic languages. One of the most important pedagogies is the“separate development of (passive) reading recognition and (active) writing ability in Chinese,”precisely because the cognitive pathways for acquiring the Chinese language are different from those of European languages. However, special pedagogies applied to Chinese teaching, such as the character-based approach, the separation of written and spoken teaching approach, and the character threshold approach, must be adapted to the CEFR. Consequently, the CEFR is not entirely applicable to Chinese teaching. In this article, we will examine the advantages and disadvantages of applying the CEFR in Chinese teaching in France. We will discuss in more detail the conditions and challenges of implementing the CEFR. Furthermore, we will present the general situation of Chinese teaching in France today, provide a brief overview of the spread of the Chinese language in France, and then discuss several revolutionary pedagogical methods (typing and pinyin writing) in Chinese teaching, which will serve as perspectives for the future of modern Chinese language teaching.