Reference Guidelines for

TBCL Application

Chief editor: National Academy for Educational Research

Research & development team: Xin-ru Wu, Ching-lung Lin

(Corresponding author), Ming-hong Bai, Li-yu Ho, Guan-ru Wang,

Pei-hsuan Chen, Chun-wei Hsu, Jian-Cheng Wu, Shih-Min Li, Yen-

Ping Ting

I
 Table of Contents
Chapter 1. Fundamental beliefs .................................................................... 1

Chapter 2. Curriculum goals ........................................................................ 3

Chapter 3. Learning focuses.......................................................................... 4

I. Learner performance ....................................................................................6

II. Learning content ....................................................................................... 26

Chapter 4. Implementation directions ....................................................... 33

I. Course development.................................................................................. 33

II. Teaching material compilation ................................................................. 37

III. Teaching implementation ......................................................................... 42

IV. Teaching resources.................................................................................... 44

V. Learning assessment ................................................................................. 48

Chapter 5. Appendices ................................................................................. 51

Appendix 1: List of communication topics....................................................... 51

Appendix 2: Grading comparison charts for learner performance descriptors,

TOCFL and international language proficiency levels ..................................... 54

I
About the Guidelines
To help Chinese teaching as a second or foreign language become more

empirically based and in line with the foreign language teaching trends of today,

the National Academy for Educational Research (NAER) has for many years,

been developing a language standards system that is evidence-based, objective,

and capable of sustainable development with the help of experts, corpuses, and

information technology. Following these efforts, in 2020, NAER established the

Taiwan Benchmarks for the Chinese Language (TBCL), of which, the contents

included language proficiency level descriptors, characters lists, wordlists,

grammar points and other grading standards. Digital technology and artificial

intelligence were further utilized to integrate the above content into query

systems such as the Teaching Materials Editing Assistance System and Chinese

Semantic Field Conjunctive Word Query. To facilitate applications including

instructional design, teaching material compilation, and tests/evaluation.

Considering the need to develop a set of course guidelines that encompass

concepts, objectives, learning focuses and implementation methods for Taiwan

to share and exchange experiences on Chinese language teaching with other

countries, in 2021 NAER referenced international benchmarks such as the

American Council on the Teaching of Foreign Language (ACTFL) Proficiency

Guidelines 2012 and the Common European Framework of Reference for

Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001)

etc. to expand TBCL to the “Reference Guidelines for TBCL Application” which

includes fundamental beliefs, curriculum goals, learning focuses, and

implementation directions, for the purpose of aligning to a learner-oriented

mainstream perspective that conforms with language usage in actual scenarios.

II
As such, the content, process, and goals of Chinese language learning has been

clarified further, while the five aspects of course development, teaching material

compilation, teaching implementation, resource selection and tests/evaluation

now have a consistent reference basis.

We hope that the Reference Guidelines for TBCL Application (henceforth,

the Guidelines) can serve as a common foundation for the Chinese language

teachers and learners around the world, as well as for all those who enjoy

communication and interactions using the Chinese language. Since 2022, NAER

has undertaken the compilation of the “User Manual of Reference Guidelines for

TBCL Application” to offer illustrations and concrete examples, thus facilitating

the application of the Guidelines in actual teaching practices. The manual is

expected to be published in 2023.

III
The Framework and Interpretations of the
Guidelines

Fundamental beliefs

Curriculum goals

Learning focuses

Overall
performance
Listening
Speaking
Chinese
Reading
Learner characters
Writing Learning content
performance Words
Translation Grammar points
Culture

Implementation
directions

Course Teaching material Teaching Learning

Teaching resources
development compilation implementation assessment

Appendices

III
 Fundamental The overall concept and vision of the Guidelines lead the
beliefs development and implementation of other items.

Curriculum The learning process of the Chinese language courses, we hope

goals students will demonstrate the learning outcomes.
Consisting of two dimensions of “learner performance” and
“learning content,” these focuses steer the development of courses,
Learning focuses teaching materials and tests/evaluation, which are put into practice in
teaching activities.

Learner Learner performance describes what learners know and can do at all
performance learning stages, from beginner to proficient stages.
Learning content renders the important and fundamental learning
content of the Chinese language courses, as well as the necessary
knowledge for achieving the various level descriptors in “learner
Learning performance.” The Chinese language teaching institutions and
content teachers may, according to students needs and goals, make
appropriate conversions of the “learning content” to develop suitable
teaching activities.
Implementation directions include “course development,” “teaching
material compilation,” “teaching implementation,” “teaching
Implementation resources,” and “learning assessment,” which aim to serve as a basis
directions of reference for the Chinese language teaching institutions, teachers,
and textbook publishing units in carrying out the above five teaching
activities.
Course development serve as a reference for application when
Course schools and the Chinese language centers devise their Chinese
development language courses.

Teaching Teaching material compilation serves as a reference for application

material in editing teaching materials or textbooks.
compilation
Teaching Teaching implementation provides teachers with concrete advice that
implementation can be adopted in actual teaching practices.
Teaching resources describe teaching practices, teaching materials
Teaching and independent self-learning resources for students pertaining to the
resources implementation of “learner performance” and achievement of
“learning content” of the Guidelines.

IV
 Learning assessment describes the implementation principles and
matters to take note for tests/evaluation, as well as TOCFL test levels
Learning which are applicable to learners with various levels of “learner
assessment performance.” Lastly, it also provides “learner performance”
descriptors that correspond to various levels of TOCFL, CEFR and
ACTFL Proficiency Guidelines.
Appendices include two documents: (I) List of communication
Appendices topics; (II) Grading comparison charts for the “learner performance”
descriptors in the Guidelines, ACTFL and CEFR.

V
Chapter 1. Fundamental beliefs
Language is a medium for communication, interaction and learning, as well
as a carrier of culture. The objective of language education is to cultivate
learners’ ability to engage in language communication and rational thinking,
providing learners with a foundation for adaptive development and lifelong
learning, and helping learners understand, respect and embrace different cultures
and values. This is helpful in facilitating the interaction and mutual
understanding of different ethnicities.
The advent of the 21st century marks the embarkment on the era of
globalization and Internet prevalence. The development of information
technology has driven frequent international exchanges, making foreign
language abilities and diverse cultural perspectives prerequisites for international
mobility. As one of the world languages, the Chinese language is an important
medium for international communication. As such, apart from placing emphasis
on cultivating the language communication abilities of learners where Chinese
is taught as a second or foreign language, it is also crucial to highlight the
importance of understanding and respecting diverse cultures, and to help learners
build solid foundations for learning various knowledges using the Chinese
language.
The Chinese language education should therefore be learner-oriented to help
learners cultivate their ability to communicate, cultural competence and ability
to learn using the Chinese language. The ability to communicate refers to skills
such as listening, speaking, reading, writing and translating. Aside from learning
language and cultivating skills, the Chinese language courses should focus even
more on the application of language. Teachers should also enhance the learning
interest of learners, foster in them a proactive attitude so that learners can engage
in independent study, and be adept in utilizing technology to perform high
efficiency learning. Cultural competence refers to the learners’ understanding,

1
respect and admiration of cultural connotations of different countries and
cultures. This competence will allow them to engage in cross-cultural reflections
and exhibit appropriate and decent communicative behavior in scenarios of
cross-border and cross-cultural exchanges. Lastly, learners should be able to
learn various knowledges by using the Chinese language, and cultivate the ability
to engage in logical thinking and discourse using the Chinese language.

Understanding and interaction

Ability to
communicate

Learner

Ability to learn using Cultural

the Chinese language competence

Critical thinking

2
Chapter 2. Curriculum goals
Based on the above fundamental beliefs, the Chinese language courses will
encompass the following objectives:
I. Cultivating the abilities to listen, speak, read, write and translate using the
Chinese language and applying these abilities in daily communication.
II. Enhancing the interest in learning the Chinese language and nurturing a
positive learning attitude.
III. Utilizing highly efficient learning methods to reinforce self-learning
abilities and build a solid foundation for lifelong learning.
IV. Understanding, respecting and embracing diverse cultures.
V. Using the Chinese language to gain various knowledges.
VI. Cultivating the ability to engage in logical thinking and discourse using
the Chinese language.

3
Chapter 3. Learning focuses
The “learning focuses” of the Guidelines include two dimensions: “learner
performance” and “learning content.” “Learner performance” describes what
learners know and can do at all learning stages, from beginner to proficient
stages, thus cultivating their ability to communicate, cultural competence and
ability to learn using the Chinese language. “Learning content” renders the
language content in which learners must master for achieving the “learner
performance” at different levels.

Learning focuses

Developing
Learner performance Learning content

Achieved

Ability to communicate, Gradually increasing

cultural competence and knowledge of Chinese
ability to learn using the characters, words, and
Chinese language grammar

“Learner performance” and “learning content” are two sides of the same
coin and can both serve as learning objectives. As opposed to the
abovementioned “curriculum goals,” first-line Chinese language teachers or
teaching material editors often require practical, concrete learning objectives that
can be implemented in actual teaching practices, and both the “learner
performance” and “learning content” included in the Guidelines can serve as
learning objectives. For instance, the “learner performance” renders “L1-1-1
students are able to comprehend simple numbers” or the “learning content”
renders Level 1 words as “students are able to learn numbers from one to ten.”
Based on “learning focuses,” teachers can engage in detailed planning of

4
teaching focuses, activities, and steps, as well as methods and focuses of
evaluation.
The “learning focuses” of the Guidelines are derived from the
abovementioned “fundamental beliefs” and “curriculum goals.” They render the
concrete contents of the Guidelines such that, they guide the course development,
teaching material compilation, teaching implementation, resource utilization,
and tests/evaluation. All of which can be put into practice through actual teaching
activities. Both the learning and evaluation of learners are based on these
focuses.

5
I. Learner performance
Learner performance is learner-oriented and describes what learners know and can
do at all learning stages, from beginner to highly proficient stages. In the Guidelines,
the learner performance in Chinese language listening, speaking, reading, writing,
translation and cultural performance are divided into three grades and seven levels. The
three grades are “Basic,” “Advanced,” and “Proficient” while the levels range from
“Level 1” to “Level 7.” The “Basic” grade includes levels 1 to 3, “Advanced” includes
levels 4 and 5, while “Proficient” includes levels 6 and 7. Considering that translation
requires a combination of skills, it is deemed to be a skill for levels ranging from 3 to 7
is shown in the chart below.

Listening, speaking,
Grade Level Translation Culture
reading, writing
Level 1 ✓

Basic Level 2 ✓ ✓
Level 3 ✓ ✓
Level 4 ✓ ✓
Advanced ✓
Level 5 ✓ ✓
Level 6 ✓ ✓
Proficient ✓
Level 7 ✓ ✓

We will next provide comprehensive descriptions from “Level 1” to “Level 7” in

1. Overall Performance, as well as the Chinese characters, words and grammar points
that learners should master at each level. Followed by performance descriptors for
listening, speaking, reading, writing, translating, and cultural performance,
respectively, as detailed in items 2 to 7.

6
1. Overall performance
Able to understand and use simple words and phrases
relating to one's daily life.
Level 1
Approximately 250 Chinese characters, 400 words, and 20
grammar points.
Able to understand simple words, phrases and short
sentences relating to one's daily life. Able to converse with
others using simple words, phrases and sentences.
Level 2 Approximately 250 Chinese characters (approximately 500
cumulatively), 400 words (approximately 800
Basic cumulatively), and 90 grammar points (approximately 110
cumulatively).
Able to understand short conversations, discussions and
instructions, in public settings, schools, and the workplace.
Able to use short and complete sentence to describe
experiences and engage in conversations and simple
Level 3 discussions with others.
Approximately 300 Chinese characters (approximately 800
cumulatively), 500 words (approximately 1,300
cumulatively), and 130 grammar points (approximately 240
cumulatively).
In various situations, able to understand lengthy discourses
on familiar topics, whether the discourse is in the form of a
conversation, speech, discussion, or audiovisual media
content. Able to express one's feelings, state one's
viewpoint, engage in discussions, and give speeches, using
Level 4
connected sentence clusters.
Approximately 500 Chinese characters (approximately
1,300 cumulatively), 1,500 words (approximately 2,800
cumulatively), and 150 grammar points (approximately 390
Advanced
cumulatively).
Regardless of the situation, able to understand the viewpoint
expressed in chapters on a wide variety of themes. Able to
present viewpoints, summaries, observations, or creative
writing in fluent paragraphs and organized chapters.
Level 5
Approximately 600 Chinese characters (approximately
1,900 cumulatively), 2,600 words (approximately 5,400
cumulatively), and 110 grammar points (approximately 500
cumulatively).
Regardless of the situation, able to understand the
viewpoints and connotations of chapters that take many
Proficient Level 6
different forms and cover a wide variety of topics. Able to
present viewpoints, summaries, observations or creative
7
 writing with precision in written language and in well-
structured chapters.

Approximately 600 Chinese characters (approximately

2,500 cumulatively) and 4000 words (approximately 9,400
cumulatively).
Able to understand the content of complex subject matter
and the viewpoint of professional fields. Able to present
viewpoints, summaries, observations or creative writing
Level 7 with precision.
Approximately 600 Chinese characters (approximately
3,100 cumulatively) and 5,000 words (approximately
14,400 cumulatively).

8
Description
▧ You may find the Chinese characters, words and grammar points for
various levels in (I). Overall performance on the previous page using the
https://coct.naer.edu.tw/hanzi.jsp query system.

▧ The Chinese characters, words, and grammar points for various

levels (I) on the previous page are determined through a rigorous process
combining various methodologies including expert consultation, corpus
analysis and statistics and consulting with highly experienced Chinese language
teachers. For details on the research and development process, please see
https://reurl.cc/A64lx3 . P. 21 of this report describes the Chinese character R&D
process, while p. 29 and p. 91 describe wordlist and grammar R&D, respectively.

9
2. Listening

Able to understand information conveyed through the use of simple

words and phrases and having to do with one’s personal life.

Able to understand simple numbers and quantities (numbers, prices,

L-1-1
time).
Level
1 Able to understand information conveyed through the use of simple
L-1-2 words and phrases and having to do with one’s personal life
(nationality, address, education, work experience, family situation).
Able to understand simple words and short phrases often used in
L-1-3
everyday life (greetings, thanks, apologies).
Provided that the pace of speaking is slow and the content is clear, able to
understand simple words/phrases and brief sentences often found in
conversations, instructions and the audiovisual media.
Provided that the pace of speaking is slow and the content is clear,
L-2-1 able to understand descriptions of personal matters consisting of
short words/phrases and sentences.
Provided that the pace of speaking is slow and the content is clear,
Level
L-2-2 able to understand announcements and directions consisting of short
2
phrases and sentences.
Provided that the pace of speaking is slow and the content is clear,
L-2-3 able to understand information having to do with daily life,
consisting of short phrases and sentences.
Provided that the pace of speaking is slow and the content is clear,
L-2-4 able to understand simple words/phrases and short sentences found
in the audiovisual media.
Provided that the pace of speaking is slow and the content is clear, able to
understand conversations, directions, informal discussions and
audiovisual media content.
Provided that the pace of speaking is slow and the content is clear,
L-3-1 able to understand conversations expressed in sentences and short
paragraphs, on topics that one is familiar with.
Provided that the pace of speaking is slow and the content is clear,
Level
L-3-2 able to understand the meaning of descriptions and of directions
3
expressed in sentences and short paragraphs.
Provided that the pace of speaking is slow and the content is clear,
L-3-3 able to have an overall understanding of the description of an
incident given by the audiovisual media.
Provided that the pace of speaking is slow and the content is clear,
L-3-4 able to understand informal discussions made up of sentences and
short paragraphs, on topics that one is familiar with.

10
 In various situations, able to understand lengthy spoken discourse,
whether the discourse is in the form of a conversation, speech, discussion,
or audiovisual media content.
Able to understand the main information and specific details of a
L-4-1
rather lengthy conversation.

Able to fully understand rather lengthy explanations and/or

L-4-2
Level instructions, and the main points of a discourse on a familiar topic.
4
Able to fully understand the main content of rather lengthy
L-4-3
audiovisual programs that one finds interesting.

During an informal discussion, able to understand the main points

L-4-4
of a familiar topic, conveyed using somewhat lengthy paragraphs.

During a formal discussion, able to understand the main points of a

L-4-5
familiar topic, conveyed using somewhat lengthy paragraphs.
Able to understand the content, viewpoints, and emotions found in
speeches, discussions, and audiovisual media, expressed in fluent
discourse on a wide variety of topics.
Able to understand the content, viewpoints, and feelings of lengthy
L-5-1
conversations on a wide variety of topics.

Able to understand the information and main points of fluent

L-5-2
Level discourse on a wide variety of topics.
5
Able to understand news programs and interviews in fluent
L-5-3
discourse.

Able to understand the content, viewpoints, and feelings of informal

L-5-4
discussions, expressed in fluent discourse, on a variety of topics.

Able to understand the content, viewpoints, and feelings of formal

L-5-5
discussions, expressed in fluent discourse, on a variety of topics.

Able to understand the content, views, and emotions found in different

sorts of discourse on all kinds of different topics.

Able to understand hidden meanings such as humour, irony,

L-6-1
sarcasm, and so on, found in conversations on all sorts of topics.
Level
6 Able to understand the content of audiovisual programs having all
L-6-2 sorts of themes, programs in which the pace of speaking is fast and
where slang and idiomatic expressions are used.
Able to understand the main point of all sorts of narrations and of
L-6-3
professional speeches, delivered in fluent speech.

11
 Able to understand the viewpoints of all sorts of discussions,
L-6-4
delivered in fluent speech.
Able to understand the content, viewpoints, and feelings found in
complex subject matter, even when the pace of speaking is fast and
various accents are spoken.
Able to understand descriptions of complex topics and the main
L-7-1 points of professional speeches, even when the delivery is fast and
fluent.
Level
Able to understand the content of news broadcasts, reports,
7
documentaries, and other types of audiovisual programs; when
L-7-2
listening to such content, able to discern the different stances of
different speakers.
Able to figure out the main points of discussions on complex
L-7-3 subjects, even when the delivery is fast and fluent, and when
different accents are spoken.

12
3. Speaking

Able to convey information having to do with oneself, using simple words

and phrases.

S-1-1 Able to say simple numerical terms (numbers, prices, time).

Level Able to use simple words and phrases to describe one’s own personal
1 characteristics (facial features, body type, clothing) and convey basic
S-1-2
personal information (nationality, address, education and work
experience, family situation).
Able to use simple words and phrases to say greetings and express
S-1-3
thanks.

Able to discuss, or respond to, information having to do with one’s self or

with daily life, using simple words/phrases and sentences.

Using a limited vocabulary and simple sentences, able to say

S-2-1
greetings and express thanks.
Level
2 Using a limited vocabulary and simple sentences, able to describe the
S-2-2 personality and interests of oneself or one’s friends, and to have a
conversation with others.
Using a limited vocabulary and simple sentences, able to describe
L-2-3
one’s living environment and one’s actions.
Using simple and compete sentences, able to carry on a conversation, or
to have a limited discussion, about experiences relating to one’s personal
surroundings.
Able to introduce people, places, things, and activities in one’s
S-3-1
immediate surroundings, using simple and complete sentences.

Able to describe one’s personal experiences, feelings, and responses,

Level S-3-2
using simple and complete sentences.
3
Able to explain content prepared in advance, using simple and
S-3-3
complete sentences.

Able to make personal requests in response to questions asked by

S-3-4
others, using simple and complete sentences.

Able to engage in a social conversation and to make responses, using

S-3-5
simple and complete sentences.

13
 Able to comment on or to make suggestions regarding familiar
S-3-6 everyday topics that one finds interesting, using simple and complete
sentences.
Through the use of connected sentence clusters, able to describe personal
feelings, experiences, and points of view; and to have a conversation,
describe a point of view, give a speech, and have a discussion.
Using connected sentence clusters, able to describe personal
S-4-1
experiences, feelings, ideals and hopes.
Using connected sentence clusters, able to state one’s point of view
S-4-2 on a familiar topic spontaneously, and to have a conversation with
others.
Using connected sentence clusters, able to state one’s point of view
S-4-3
Level to an audience, and to respond to simple questions.
4
Using connected sentence clusters, able to clearly describe the plot of
S-4-4
a book or movie.

Using connected sentence clusters, able to state one’s own viewpoint,

S-4-5
plan, or expected course of action.

Using connected sentence clusters, able to express agreement or

S-4-6
disagreement concerning a familiar topic, and to state one’s reasons.
Using connected sentence clusters, able to participate in formal
S-4-7 discussions, and to describe one’s own viewpoints on professional
subjects that one is familiar with.
Able to state one’s views, give a speech, interact with an audience,
participate in discussions, and make comments, clearly and fluently, on a
wide variety of topics, in many different situations.
Able to express oneself clearly, fluently, and fully, at length, on a wide
S-5-1
variety of topics.

Able to converse clearly, fluently, fully, continuously, at length, on a

S-5-2
variety of topics.
Level
5 While taking part in informal discussions on a wide variety of topics,
S-5-3 able to speak clearly and fluently, express one’s point of view clearly,
and offer suggestions.
Able to give a complete speech clearly and fluently, state one’s own
S-5-4 viewpoint on a variety of topics, give reasons for and against, and
respond appropriately to questions asked.
Able to give complete, logical, and well-structured speeches, while
S-5-5
speaking clearly and fluently on a wide variety of topics.

14
 Able to speak clearly, fluently, fully, and at length, while taking part
S-5-6 in formal discussions on a wide variety of topics. Able to describe and
defend one’s own point of view, and to respond to the views of others.
Able to state one’s views, give a speech, interact with an audience,
participate in discussions, and make comments, fluently and accurately,
on every sort of topic.
Able to express feelings and emotions appropriately, on all sorts of
S-6-1 topics, using clear and fluent speech, and by the employment of
communicative techniques.
Able to give a speech in its entirety, clearly and fluently, on all sorts
of topics, using examples methodically and strictly to support one’s
Level S-6-2
description; able also to handle questions arising from the expression
6
of different points of view.
Able to convey an idea clearly and fluently, at length and fully, and
S-6-3 to present well-structured, logical, and focused narratives on all sorts
of topics.
Able to participate clearly and fluently in discussions and debates
covering all sorts of topics; to clearly state one’s own stance and
S-6-4
point of view; to offer comments that are to the point; and to respond
appropriately to the comments of others.
Able to state one’s point of view, make speeches, discuss, and comment,
clearly and fluently, on complex subjects.
Able to speak clearly and fluently while taking part in informal
S-7-1 debates and discussions on complex subjects; able to state one’s
viewpoint accurately and to make comment.
Able to give a full-length speech clearly and fluently; to state a point
of view on a complex topic accurately; to adjust the content of one’s
Level S-7-2
speech depending on the special characteristics of the audience; and
7
to answer complex and challenging questions.
Able to give a well-structured, logical, and focused discourse on a
S-7-3
complex subject, clearly and fluently.
Able to speak clearly and fluently while participating in debates and
discussions on all sorts of complex topics; to make a case
S-7-4
persuasively for one’s own point of view; and to respond to
comments fluently and without deviating from the point at issue.

15
4. Reading

Able to read simple words and instruction having to do with one’s

personal life.

R-1-1 Able to read simple numbers and quantities (numbers, prices, time).
Level
1 Able to read simple words and phrases having to do with personal
R-1-2 information (nationality, address, education, work experience, family
situation).
Able to read social greetings and expressions of thanks (please, thank
R-1-3
you, sorry).
Able to read and understand information and instructions having to do
with one’s personal life, where the information and instructions are both
conveyed in simple sentences.
Able to read and understand information and instructions having to
R-2-1
do with one’s personal life, written in short phrases and sentences.
Level
Able to read and understand signs and directions made up of short
2
phrases and sentences, found in everyday situations (street signs,
R-2-2
hotel names, and street guide boards and other direction boards found
in train stations).
Able to read and understand learning information conveyed in brief
R-2-3
phrases and short sentences.
Able to read and understand descriptions and directions found in one’s
personal surroundings, the descriptions consisting of sentences and short
passages.
Able to read and understand personal correspondence written in
R-3-1
complete sentences and short paragraphs.
Able to read and understand operating directions found on public
Level R-3-2 facilities, written in sentences and/or short paragraphs (for example,
3 being able to operate ticket-vending machines).
Able to understand the basic information contained in texts written in
sentences and/or short paragraphs (information found, for instance,
R-3-3
on flyers, menus, advertisements, and notice boards; or the time,
place and contact information found on posters).
Able to understand information relating to school or work, conveyed
R-3-4
in complete sentences and/or short paragraphs.

Level Able to understand the feelings and main points conveyed by articles
4 written in paragraph form.

16
 Able to read and understand descriptions of events and feelings
R-4-1 presented in paragraph form (such as letters, public announcements,
and notices).
Able to read and understand relevant information found in common
R-4-2
written texts (such as brochures and short documents).

Able to read and understand the main points and conclusion of an

R-4-3
article presented in paragraph form.
Able to read and understand the main point of well-structured articles
that deal with a variety of themes. Able to sort through such articles and
to abstract their main points.
Able to sort through the information contained in the paragraphs of
R-5-1 an article, or the various sorts of information found in different
articles.
Level Able to understand and sort through the main points of articles on a
R-5-2
5 variety of topics, and to compare different points of view.
When reading moderately difficult passages, able to use different
R-5-3 reading strategies (such as drawing inferences, skimming, and
looking things up).
When reading articles on a wide variety of topics, able to understand,
R-5-4 abstract, and make inferences regarding an article’s main points and
the author’s stance.
Able to read and understand the main point and hidden meaning of
essays dealing with a wide variety of themes.
Able to understand articles on a variety of subjects, and to infer the
R-6-1 attitudes and viewpoints of various persons mentioned in these
Level articles.
6 Able to understand the main view of articles on a variety of subjects,
R-6-2
and the comments and implicit meanings contained in these articles.
Able to read and understand difficult and lengthy articles, and to use
R-6-3 various strategies to make sense out of passages that one does not
understand.
Able to understand the viewpoints, observations, and writing styles of
articles that are found in professional fields and that deal with complex
subject matter.
Able to understand essays that contain complex topics or wide-
Level R-7-1 ranging themes; to notice details including the attitude of persons
7 mentioned as well as their points of view, either stated or implied.
Able to understand academic articles, essays on specialized,
professional subjects, and all kinds of discourse involving complex
R-7-2
topics; to appreciate minor differences in style; and to understand
both the stated and implied meaning of a discourse.

17
 Able to understand special, abstract texts with complex structures,
R-7-3 and to infer the point of view of an author, their writing style, and
their implied meaning.

18
5. Writing

Able to use simple words and phrases to write descriptions and

explanations relating to one’s personal life.

Level W-1-1 Able to copy out simple words and phrases.

1
Able to write out simple numbers and quantities (numbers, prices,
W-1-2 time), one’s name, nationality and other information needed to fill
out common forms.
Able to use a limited vocabulary and short sentences to write information
and leave notes about one’s self.

Able to use simple words/phrases and short sentences to write out

W-2-1
basic information relating to oneself.
Level
2 Able to use simple words/phrases and short sentences to write about
W-2-2
personal interests and preferences.

Able to use simple words/phrases and sentences to write about one’s

W-2-3
own family.
Able to write out information relating to one’s personal surroundings,
using simple and complete sentences. Able to answer questions relating
to one’s personal surroundings, using short and complete sentences.
Able to use simple and complete sentences to write out short letters
W-3-1 (thank-you letters, apology letters, congratulatory letters, farewell
Level letters).
3
Able to use simple and complete sentences to record short telephone
W-3-2
messages.

Able to use simple and complete sentences to ask and answer

W-3-3
questions regarding one’s personal surroundings

Able to use connected sentence clusters to convey the content of a topic

that one finds interesting.

Able to clearly convey one’s personal feelings and experiences,

W-4-1
using connected sentence clusters.
Level
4 Able to clearly state the main idea of an audiovisual program or of
W-4-2
an article, using connected sentence clusters.

Able to clearly state one’s own viewpoints on familiar topics

W-4-3
relating to the public, academic, and educational domains, using

19
 connected sentence clusters.

Able to express a point of view, summarize important points, write

commentaries, or write creatively, in a wide range of fields, on complex
subjects, in fluent paragraphs and well-structured essays.
Able to write fluent and well-structured essays on a wide variety of
W-5-1 topics, essays that convey a specific point of view or summarize
Level important points.
5 Able to write fluent and well-structured essays on a wide variety of
W-5-2 topics, essays that make comments in an organized way and without
deviating from the main point.
Able to write fluent and well-structured creative essays that are
W-5-3
coherent and to the point, on topics that one is familiar with.
Able to use written Chinese to compose essays having a complete
structure, essays on a wide variety of themes, and that state a point of
view, offer commentary, or are a form of creative writing.
Able to write commentaries and/or creative pieces, on all sorts of
W-6-1 topics, through the use of discourse that is composed in written
Level Chinese and whose structure is complete.
6 Able to write essays and/or reports that are clearly supported by
W-6-2 evidence and reason, through the use of discourse that is composed
in written Chinese and whose structure is complete.
Able to use evidence and reason to clearly state one’s reasons for or
W-6-3 against various propositions, through the use of discourse that is
composed in written Chinese and whose structure is complete.
When dealing with complex subject matter, able to use set phrases with
precision, and to accurately express a viewpoint, provide commentary,
make commentary, and write creative pieces whose structure is complete.
Able to use set phrases accurately, and to write essays containing
W-7-1
precise and accurate observations and having a complete structure.
Level Able to use set phrases accurately, and to write theses, reports, and
7 W-7-2 creative pieces having a complete structure and dealing with
complex themes of an academic or professional nature.
Able to use set phrases accurately; and, in response to the
complexity of the topic and the special requirements of the reader,
W-7-3 to make adjustments to the style of presentation, so as to write
creative pieces that are methodical and orderly, and whose structure
is complete.
Note: Writing refers to expression in written form, which includes both handwriting
and typing.

20
6. Translation
Able to translate information relating to oneself, using words and short
sentences.

Able to use phrases and short sentences to translate basic social

T-3-1
expressions (such as greetings and expressions of thanks.)
Level
3 Able to use phrases and short sentences to translate content having
T-3-2 to do with self-introductions (such as descriptions of someone else’s
personality and interests).
Able to use phrases and short sentences to translate content
T-3-3
describing someone else’s views on life or work.
Able to translate personal information and information relating to one’s
daily life, using simple and complete sentences. The translated text is
generally clear and conveys information pretty close to that of the
original.
Able to translate content relating to social events in one’s
T-4-1
Level surroundings, using simple and complete sentences.
4
Able to translate short messages found in letters (such as thank-you,
T-4-2 apology, congratulatory, and farewell letters), using simple and
complete sentences.
Able to translate short telephone messages and/or announcements,
T-4-3
using simple and complete sentences.
Able to translate familiar topics using sentence clusters, where the
translation is extremely close to the original, and where the sentences are
clear and fluent.
Able to translate information on familiar topics into sentence
T-5-1
Level clusters.
5
Able to succinctly translate written texts or audiovisual content into
T-5-2
sentence clusters.

Able to translate the content of other people’s points of view,

T-5-3
activities, or plans, into sentence clusters.
Able to translate into coherent passages information on a wide range of
topics. The translated sentences are fluent and the information is
Level complete; oral translations are clear and fluent.
6
Able to provide coherent translations of material dealing with a
T-6-1
variety of themes.

21
 Able to translate succinctly and coherently the content of written
T-6-2
and/or multi-media texts.

Able to translate coherently the views, activities, and action plans of

T-6-3
other people.

Able to produce translations of material on all sorts of subjects. The

translated text is smooth and the information is complete.

T-7-1 Able to produce translations of material on all sorts of subjects.

Level
7 Able to produce translations of written texts or of multi-media
T-7-2
content.

Able to produce translations of the reports and observations of

T-7-3
others.

22
Description
▧ In many regions, translation is one of the common teaching methods that
teachers use is to encourage Chinese language learning. It is also one of the ways
for evaluating the learner performance of students. The Guidelines offer relevant
descriptors on the translation performance of students to help teachers design
suitable learning content that in turn, facilitates the assessment of students’
learning progress and objectives.

23
7. Cultural performance

Grade (Level) Descriptors

In day-to-day and common living environments, learners

are able to express themselves or respond to others using
appropriate forms or body language that conform to the
norms of Chinese culture. Learners may be able to detect
Basic distinctive cultural differences or taboos, but their
(Levels 1-3)
language abilities are not yet sufficient for them to express
themselves or respond in diverse language forms. For
example, when complimented, learners are able to reply
with the highly contextualized phrase, “Not at all.”

In public domains, at school and work, learners can detect

differences in behaviors and ways of thinking between
their mother-tongue culture and Chinese culture. They can
Advanced also consciously use forms or body language with cultural
(Levels 4-5) connotations to express themselves or respond to others
and exhibit an understanding of Chinese culture. For
example, when complimented, learners are able to reply,
“You flatter me.”

Learners can express themselves or respond to others in

ways that conform to Chinese culture using language and
behaviors in all types of domains. They are able to
correctly, appropriately and flexibly demonstrate their
Proficient understanding of cultural differences and make
(Levels 6-7) corresponding adjustments to their language and
behaviors after further contemplation of social factors
such as level of affinities and social status. For example,
when complimented by an unfamiliar person of higher
status, learners are able to reply, “You are too kind.”

24
Description
▧ Language is a carrier of culture; both factors are interdependent and
inseparable. The Guidelines are prepared by referencing related literature on
culture teaching (e.g. The Performed Culture Approach, ACTFL Performance
Descriptors for Language Learners, and ACTFL 2015). From the perspective of
communication (sociability) culture, the Guidelines describe different levels of
cultural performance based on “the cultural competence a learner
demonstrates/achieves using the Chinese language.” The fundamental viewpoint
is that the culture of language behavior does not render independently within
specific levels, but spirally pervades various levels and is being manifested in
different ways.

25
II. Learning content
The “learning content” renders important and fundamental content of the
Chinese language courses, as well as the prerequisite learning content which
learners must master so as to achieve the “learner performance” indicated by the
descriptors of various level in the aforementioned section. The Chinese language
teaching institutions may, according to students needs and objectives, make
appropriate conversions of the “learning content” to develop suitable teaching
activities and materials. The language learning content included in the
Guidelines are divided into three major categories: Chinese characters, words,
and grammar points. Of which, apart from dividing into Levels 1-7, words also
include two subcategories—Levels 1-3 basic vocabulary and Levels 1-6 affixes.
Please see the figure below.

26
 Basic Advanced Proficient
Level Level Level Level Level Level Level
1 2 3 4 5 6 7

Learner
performance

Listening,
speaking, Proficiency level descriptors for Levels 1-7
reading,
writing

Translation Proficiency level descriptors for Levels 3-7

Culture Proficiency level descriptors for Basic, Advanced and Proficient

Learning
content

Chinese Levels 1-7, 3,100 in total

characters

Levels 1-7, 14,425 in total

Words Basic words Levels 1-3, 1,254 in total

Affixes Levels 1-6, 73 in total

Grammar
Levels 1-5, 496 in total
points

27
1. Chinese character levels

The number of Chinese characters from Level 1 to 7, in

which learners are recommended to study, are listed below. For
the detailed contents of each level, please see:
https://coct.naer.edu.tw/hanzi.jsp/.
To facilitate practical applications such as teaching material compilation
and tests/evaluation, the Guidelines categorize the level of difficulty for each
level, from Level 1 to 4, marking characters of comparatively higher difficulty
with an *.

Level of
Chinese
Learner difficulty
character Quantity Accumulative
performance within each
levels
level
1 163
Level
Level 1 246 246
1
1* 83

2 186
Level
Basic Level 2 258 504
2
2* 72

3 189
Level
Level 3 297 801
3
3* 108

4 305
Level
Level 4 499 1,300
4
Advanced 4* 194
Level
Level 5 600 N/A 1,900
5
Level
Level 6 600 N/A 2,500
6
Proficient
Level
Level 7 600 N/A 3,100
7

28
2. Word levels

The number of words from Level 1 to 7, in which learners

are recommended to study is listed as below. For the detailed
contents of each level, please see:
https://coct.naer.edu.tw/word.jsp/.
To facilitate practical applications such as teaching material compilation
and tests/evaluation, the Guidelines categorize the level of difficulty for each
level, from Level 1 to 4, marking words of comparatively higher difficulty with
an *.

Learner Word Level of difficulty

Quantity Accumulative
performance levels within each level
1 182
Level
Level 1 396 396
1
1* 214

2 200
Level
Basic Level 2 402 798
2
2* 202

3 224
Level
Level 3 456 1,254
3
3* 232

4 681
Level
Level 4 1,415 2,669
4
Advanced 4* 734
Level
Level 5 2,619 N/A 5,288
5
Level
Level 6 4,144 N/A 9,432
6
Proficient
Level
Level 7 4,993 N/A 14,425
7

29
Basic vocabulary
Apart from wordlists for Levels 1 to 7, the Guidelines also
provide teaching information for 1,254 words for Basic learners
in Levels 1 to 3. It includes phonetic, Hanyu Pinyin, level, part
of speech/word class, English translation, semantics/meaning,
use/collocation, and sentence examples, which can facilitate the use in teaching
material compilation, instructional design, and tests/evaluation. The above
information can be found on the NAER COCT website
(https://coct.naer.edu.tw/corevoc.jsp/). For detailed basic vocabulary research
and formulation processes and outcomes, please see https://reurl.cc/O5G6GD.
For example, a system query on the word “flower” will render two results,
“Flower 1” and “Flower 2,” as shown in the figure below.

30
Affixes
The number of affixes from Levels 1 to 6, in which learners
are recommended to study (for example, “bookshop,” “branch
store” and “coffee shop” can be derived from “-shop”; “baseball
park,” “parking lot,” and “wet market” can be derived from “-
lot”), is listed in the chart below. For details on the contents of each level, please
see: https://coct.naer.edu.tw/simaffix.jsp/.
To facilitate practical applications such as teaching material compilation and
tests/evaluation, the Guidelines categorize the level of difficulty for each level,
from Level 1 to 4, marking affixes of comparatively higher difficulty with an *.

Learner Affix Level of difficulty

Quantity Accumulative
performance levels within each level
1 3
Level
Level 1 6 6
1
1* 3

2 3
Level
Basic Level 2 7 13
2
2* 4

3 6
Level
Level 3 12 25
3
3* 6

4 7
Level
Level 4 15 40
4
Advanced 4* 8
Level
Level 5 29 N/A 69
5
Level
Proficient Level 6 4 N/A 73
6

31
3. Grammar levels

The number of grammar points from Level 1 to Level 5, in

which learners are recommended to study is listed as below. For
the detailed contents of each level, please see:
https://coct.naer.edu.tw/grammar.jsp/.
To facilitate practical applications such as teaching material compilation and
tests/evaluation, the Guidelines categorize the level of difficulty for each level,
from Level 1 to 5, marking grammar points of comparatively higher difficulty
with an *.

Level of
Chinese
Learner difficulty
character Quantity Accumulative
performance within each
levels
level
1 7
Level
Level 1 15 15
1
1* 8

2 46
Level
Basic Level 2 92 107
2
2* 46

3 58
Level
Level 3 134 241
3
3* 76

4 67
Level
Level 4 149 390
4
Advanced 4* 82
Level
Level 5 106 N/A 496
5

32
Chapter 4. Implementation directions
These implementation directions include the five aspects of “course
development,” “teaching material compilation,” “teaching implementation,”
“teaching resources,” and “learning assessment,” which serve as a reference
basis for the Chinese language teaching institutions, teachers, and textbook
publishers, or for carrying out relevant teaching activities.

I. Course development
The planning and development of the Chinese language courses are based
on the curriculum goals delineated in the Guidelines. The emphasis is on
cultivating the learners’ language communication abilities in various scenarios,
and to elevate learning motivation and confidence on a learner-oriented basis
while giving due consideration to the needs, interests, abilities, cognitive traits
and learning styles of each learner, thus achieving the goal of aptitude-based
teaching. The Chinese language courses should also feature feedback
mechanisms so that the learners can offer feedback on learning content,
activities, materials, and processes. Continuous feedback from the learners will
help them understand their own learning outcomes and enable teachers to make
adjustments to their instruction. Lastly, for those learning Chinese as a second or
foreign language, there are differences in their environment, the time they are
able to invest, and the amount of Chinese language learning resources they have
access to. As such, due consideration must be given to learners’ interests, age and
other factors when planning courses so as to make flexible use of the Guidelines.
This will enable teaching personnel to, based on the aforementioned curriculum
goals, develop Chinese language education courses that are highly differentiated
in level of difficulty, flexibility, and diversity. The section below lists a few
principles of Chinese language course development:
1. Integrated curriculum goals: The Chinese language curriculum goals
should be established based on and in primary consideration of the
33
 learners’ needs. The characteristics of Chinese language disciplinary
knowledge should also be considered so that the Chinese language, as a
tool, can elevate learners’ social and economic efficacy. Apart from
increasing the learners’ language communication skills, the curriculum
goals should also enhance their understanding, respect and reflection of
diverse cultures and perspectives. At the right time and in the right places,
the learners may also use Chinese as a tool to further innovate their way
of thinking. In other words, the Chinese language courses are an integrated
course planning model that, during the process of course development,
should maintain diversity and flexibility to the greatest extent without
overly relying on any single doctrine.
2. Practical course content: The planning of Chinese language course content
should place equal emphasis on both the nature and function of language
and encompass the two primary dimensions of language knowledge and
communication skills. Importance should also be placed on the use of
language in actual scenarios while fulfilling the design principles of
meaningfulness, practicality, daily-life orientation, and enjoyment. The
courses can also adequately incorporate all types of topics or be integrated
with or connected to others fields of knowledge to enrich language
learning and broaden usage scenarios. This will magnify the daily life
orientation and spontaneity of Chinese language teaching, while also
introducing critical thinking skills and fostering diverse viewpoints.
3. Flexible course structure: The Chinese language courses should be
structured based on premises such as the learners’ learning needs, cultural
traits and differences, and implementation of equal and just learning
opportunities. Teachers can flexibly and adaptively choose to use any of
the following syllabi to structure their course content: grammar-based
syllabus, vocabulary-based syllabus, function-based syllabus, scenario-
based syllabus (discourse-based syllabus), task-oriented syllabus, topic-
34
 based syllabus, competency-based syllabus, and skill-based syllabus.
Alternatively, a combination of the above syllabi may be utilized to
formulate teaching objectives, order, content, and methods.
4. Diverse teaching tools: In an era of highly advanced information
technology, teaching tools should become increasingly abundant and
diverse. Teachers are recommended to use corpuses, application systems,
media audio-visual teaching tools, digital teaching materials, as well as
other digital tools to engage in teaching preparation and learning
management. Incorporating technology into teaching activities will give
learners stronger motivation and in turn, enhance their listening, speaking,
reading, writing and translating learning outcomes. Furthermore, teachers
can introduce tools for independent study to cultivate learners’ self-
learning capabilities, thus helping them establish a solid foundation for
lifelong learning.
5. Collaborative teacher empowerment: The planning and implementation of
the Chinese language courses rely on accumulation of experience over a
long time of the Chinese language teachers, as well as positive interaction
between the departments of any given institution. Therefore, the Chinese
language teachers should focus on continuous personal learning in their
professional fields and adopt positive attitudes toward their teaching and
advanced studies. This will enable them to enhance their professional
competence and maintain a high-quality collaborative model with their
peers and administrative personnel. Through continuous conversations in
professional groups, partnerships and innovation, teachers will be able to
enhance their course design quality and teaching efficacy.
6. Regular course feedback: Relevant units can regularly implement official
or non-official course evaluations to help teachers adjust their teaching
plans. Apart from teaching outcomes, course evaluations should focus
even more on the teaching process, as the purpose of evaluations is to
35
provide teachers with feedback on their teaching and learners on their
learning. This is accomplished with the aim to improve course content,
enhance teaching efficacy, and ensure that the ultimate teaching objectives
are realized.

36
II. Teaching material compilation
1. Selection of teaching materials and content

The compilation of the Chinese language teaching materials can be aligned

with the “fundamental beliefs” and “curriculum goals” as delineated in the
Guidelines. Appropriate conversions of the aforementioned “learning content”
can be devised based on students’ prior knowledge and actual teaching scenarios,
while also taking into consideration the practicality, pertinence, humor,
contemporariness and prescience of the teaching content. The following is a brief
description of aspects that must be taken into consideration when compiling
teaching materials and important points in material selection from three
dimensions. Namely, language, function, and culture.
a. Language: The aforementioned “learning content” lists in detail the quantity
and content of Chinese characters, words, affixes and grammar points for
each proficiency level. Editors may make use of this information according
to their actual needs. In addition, the number of new vocabulary and
grammar points introduced in each chapter of a textbook should not vary
too substantially. In terms of grammar points, in addition to introducing
structure and usage, teaching materials should also include a rich selection
of language usage for day-to-day scenarios and practical exercises for
learners to learn how to use specific formulas or grammar naturally while
solving problems or completing tasks.
b. Function: Teaching materials should, as far as possible, incorporate teaching
and tasks on language usage to exemplify the functionality of language. For
example, Basic Levels (Levels 1-3) should focus on daily conversational
communication. Common functions include greetings, expressing gratitude,
apologies, asking questions, and introducing things or oneself. Moving on
to the Advanced Levels (Levels 4-5), the logical cohesion and interactive
function of language components should be given due emphasis on top of

37
 general functions. Examples of such functions include “addition” or
“contrast” indicating cohesion, or “inducing curiosity” and “establishing
relationships” indicating interaction. At the Proficient Levels (Levels 6-7),
functions of even higher difficulty such as mediation, negotiation and
evaluation can be introduced.
c. Culture: Teaching materials should naturally incorporate the way of life,
behaviors, inherent communication norms and values of the Chinese people
instead of only introducing Chinese festivals and folk activities. Teaching
activities should also feature sections that encourage students to engage in
cross-cultural comparisons and reflect on cross-cultural similarities and
differences. The Guidelines has also divided 5,288 words from Levels 1 to
5 into 18 different themes for reference and application of editors, as shown
on the following page. Topics of communication derived from these themes
can be found in Appendix 1. Editors can incorporate cultural connotations
in the teaching of these themes and words, and adjust the proportion of
language and cultural content within the courses based on student needs and
objectives. Lastly, editors can refer to the aforementioned “cultural
performance” to design the corresponding learning content for students at
different proficiency levels. To introduce the theme of travel, for example,
students at the basic level can learn to ask for directions; while advanced
students can ask for destination recommendations; and proficient students
can learn to respond in an emergency situation.

38
 Theme Subtheme (18 categories in total) Words
Words that beginners must learn first and
2,512
Core words words derived therefrom across the four word
words
classes.
176
A. Personal information
words
(1) Personal
110
B. Emotions and attitude
words
217
C. Daily activities and everyday living
words
227
D. Leisure and entertainment
words
198
E. Transportation and travel
words
344
F. Education and learning
words
(2) Life
151
G. Shopping and stores
words
214
H. Food and beverage, and cooking
words
32
I. Technology
words
269
J. Body and medical care
words
K. Social activities and interpersonal 127
(3) Interpersonal relations words
relations 204
L. Occupations
words
53
M. Public services
words
(4) Social
142
N. Safety
words
90
(5) Nature O. Natural environment
words
86
(6) Humanities P. Art, history and culture
words
136
(7) International Q. International and social
words

Description
1. The “subthemes” in the middle column of the chart above can be extended
into many topics. Appendix 1 contains 67 topics, which serve as a reference
for teaching material editors and teaching personnel.
39
2. For words used in the above scenarios, please see
https://reurl.cc/vp0xRL.

2. Principles of teaching material compilation

The Chinese language teaching materials are the primary tool for conveying
language knowledge and training skills, which take many different forms to
address learners’ learning needs and objectives. Apart from conventional
teaching materials, we should also fully utilize modern technology to develop
multimedia digital materials and digital teaching materials that supplement the
“learning content” to reinforce learners’ learning motivation and enhance
learning outcomes. The following is a brief description of the principles of
teaching material compilation.
a. Student centricity: Teaching materials should be compiled to align with the
learners’ learning interests and needs and should appeal to the learner.
Teaching material content should be real, practical, fun, novel, and lively,
and should target specific audiences and classroom types.
b. Compilation of teaching materials using regular script: Regular script is
graceful and rigorously structured, which is an invaluable asset of Chinese
culture. It also facilitates student recognition, reading, memory and learning,
and is therefore the proper written script for compiling teaching materials.
c. Utilization of technology to develop diverse teaching models: Digital
technology has revolutionized both language teaching and learning, and
editors should take advantage of technology to develop diverse teaching
models when compiling teaching materials. The feedback, query and
interactive functions provided by digital technology, for instance, or online
connections to integrated systems and AI smart learning platforms can
enable digital teaching materials and textbooks to better help teachers
realize their curriculum goals.

40
d. Greater emphasis on cultivating the ability to communicate than conveying
language knowledge: While language knowledge is a necessary foundation,
the teaching materials should offer scenarios of everyday life and cross-
cultural understanding. Diverse tasks and activities of different themes,
sentence structures and communication functions should be incorporated to
enhance student interest and cultivate their ability to communicate.
e. Gradual advancement of learning content: The compilation of “learning
content” should adhere to the principles of gradual advancement from
simple to complex with adequate reminders to refresh one’s memory, or to
broaden or deepen one’s knowledge (some courses focus on immediate
application and are excluded from this scope). It is not necessary to reveal
all aspects of the same material in one single instance. For example, the most
frequently used meaning of a word can be presented first before other
meanings are introduced; or, the simplest core sentence structure can be
presented before other structures or usages that are derived or of higher
complexity are introduced. Vocabulary and sentence structures that have
been previously taught should appear frequently and repeatedly in
subsequent chapters to encourage extensive practices in articles or
conversations featuring different scenarios.
f. Material selection based on the principle of communicative teaching:
Editors compiling teaching materials should be aware of basic language
teaching principles and should select texts with communicative functions,
such as task-oriented or content-oriented teaching materials. The
compilation of teaching materials should also focus on the authenticity of
content and sentences, and conform to the norms of expression in the
Chinese language. Texts should not be overly long to help the learners
become familiar with the content for flexible use and application.

41
III. Teaching implementation
Regardless of the learners’ proficiency level, teachers should teach in the
Chinese language as much as possible and encourage exchanges in the Chinese
language to increase interaction or create opportunities to use the language.
Classroom teaching activities should adhere to curriculum goals, in which clear,
concrete, viable learning objectives should be established. Based on the
“learning focuses” of the Guidelines, teachers can develop learning objectives
and engage in detailed planning of teaching focuses, activities, and steps. In
terms of teaching methods and strategies, all teaching activities and approaches
can be flexibly adopted to help student achieve their learning objectives.
Teachers should utilize scenario-based, meaningful tasks and activities to create
opportunities for peer practice and student-teacher interaction, so that the
learners can fully comprehend the Chinese language usage and communication
norms through interaction. Based on the aforementioned “learner performance,”
teaching principles can be briefly described as follows:
1. Basic stage: Listening comprehension should focus on the relation
between change in phonetic and the corresponding meaning, as well as
overall understanding of the semantics. Speaking should focus on the
place and manner of articulation of consonants, vowels, and tones.
Furthermore, visual supporting materials such as graphics and body
movements can also be used extensively to enhance the learners’ grasp of
articulation and meaning. In terms of reading and writing, teachers
should, as much as possible, help the learners learn to read in a meaningful
context using scenarios that are easy to comprehend, interesting, practical,
and daily-life-oriented.
2. Advanced stage: Materials of different themes and genres should be
incorporated and the texts should increase in length, difficulty and
complexity. For instance, listening comprehension should be of a higher

42
 speech rate and include a range of different accents. Teachers should pay
attention to the relation and logic of sentences learners construct and
strengthen the learners’ discourse awareness. Learners should also be
taught to express their views using correct, fluent, organized, logical
writing in both formal and informal writing styles, to express a point of
view, summarize, critique, or even engage in creative writing.
3. Proficient stage: A diverse range of materials should be incorporated,
exposing learners to texts that are unfamiliar or professional, or have a
complex theme. Teachers should explain the cultural meanings inherent
within the language form, including humor and irony. In terms of
listening, dialogues featuring irregular articulation, higher speech rate,
and different accents should be incorporated. Reading materials can
consist of lengthy literature with abstract concepts, unique wording,
complex structure, and of historical and cultural meaning. In terms of
writing and speaking practice, teachers should enable the learners to
express their opinions on a multitude of issues so they can organize their
viewpoints using clear, succinct language that is formal, structurally
complete, and conforming to the Chinese language mindset. Oral
communication can include a greater number of impromptu and real-time
tasks that enable the learners to choose the most suitable method and
content of expression both culturally appropriate and suited to the cultural
background of the audience.

43
IV. Teaching resources
Taiwan’s Chinese language educational field has the advantage of a strong
connection between digital technology and actual teaching practices. Apart from
print-based textbooks and teaching tools, greater effort should be placed on the
use, development and promotion of emerging digital teaching resources such as
social media, applications, digital platforms, teaching technology (such as AI and
AR). By integrating offline and online resources and capitalizing on the
advantages of innovative teaching technologies, we will be able to effectively
enhance both teaching efficiency and learning efficacy.

1. Teaching resources

Apart from textbooks, the following resources should be fully utilized to

enrich Chinese language learning:
a. Various digital teaching and learning tools and resources: For teaching,
course preparation and independent study learning resources related to the
aforementioned “learner performance” and “learning content” in the
Guidelines, please see https://coct.naer.edu.tw/. This website includes
access to 14 systems, the functions of which are listed in the chart on the
following page. We recommend utilizing these systems whenever possible
to fully implement the “learning content” of the Guidelines and achieve the
“learner performance.” When planning teaching activities, teachers can
consider integrating technological tools such as notebook computers,
tablets, and smartphones, as well as digital tools including corpuses, online
programs, digital platforms, AI learning, and AR learning resources, etc.
b. Supplementary teaching materials: In addition to conventional
supplementary teaching materials such as the teacher’s handbook (teaching
guide) and students practice sheets, teachers can also utilize cloud-based
online storage spaces or resources from social media to enrich learning

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 content.
c. Teachers may compile both print or digital teaching materials according to
traits of different countries or regions.
d. Chinese language extracurricular reading materials for different grades,
such as books recommended by the Ministry of Culture, the National
Central Library, and various city or municipal libraries may be incorporated.
e. Community and private resources, such as cultural exchanges, exhibitions,
performances, and other events.

2. Application of information technology and the Internet

The Internet provides both teachers and students with access to the latest
learning materials, especially for learners living in non-Chinese-speaking
regions. The Internet also allows the learners to remain in continuous contact or
use of the language they are learning outside of the classroom. Teachers can
provide reliable learning resources, encourage learners to make good use of
technology, and help the learners to utilize research institutions, community and
private resources, as well as social media or blogs to engage in independent
study. The learners should also be prompted to share their experiences and
practice with peers to expand the scope of their learning experience and increase
their opportunities of understanding diverse cultures.

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3. Links and introductions to the 14 sets of teaching
resources
Portal website: https://coct.naer.edu.tw/
1. Chinese Character
https://coct.naer.edu.tw/hanzi.jsp/
Grading Scales Query
Look up Chinese character levels and written and spoken word
frequency. Hyperlinks to the “Learning Program for Stroke Order of
Chinese Characters” to look up stroke order, pronunciation, and radicals
are available.
2. Word Grading Scales
https://coct.naer.edu.tw/word.jsp/
Query
Look up word levels, contexts, written and spoken word frequency.
Hyperlinks to the “Concise Mandarin Chinese Dictionary” to look up
information such as word meaning, pronunciation, radicals, and stroke
count are available.
3. Basic Word Query https://coct.naer.edu.tw/corevoc.jsp/
Look up information such as the phonetic, Hanyu Pinyin, level, part of
speech, English translation, semantics/meaning, use/collocation and
sentence examples of basic vocabulary.
4. Affixes Scales Query https://coct.naer.edu.tw/simaffix.jsp/

Look up affix levels, explanations, and relevant derivations.

5. Grammar Grading Scales

https://coct.naer.edu.tw/grammar.jsp
Query

Look up grammar levels and sentence examples.

6. NAER Thesaurus https://bcoct.naer.edu.tw/cqpweb/

Look up the frequency of use, possible meanings, and collocations of

words and grammar points.
7. Teaching Materials
Editing Assistance https://coct.naer.edu.tw/edit.jsp
System
The system will automatically mark the level of the vocabulary within
the text, calculate the distribution of vocabulary level within the article,
and generate a wordlist for the particular text (including word
frequency). The system also features the conjunctive word replacement
function, where a word can be replaced with another word of similar
meaning, which may be easier or harder.

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 8. Chinese Semantic Field
https://coct.naer.edu.tw/word2vec.jsp
Conjunctive Word Query

Look up the synonyms, antonyms and difficulty level of words.

9. NAER Participle System https://coct.naer.edu.tw/segment.jsp/

Identify participles and parts of speech in the text,

10. Calculation System of
Word Coverage Rate in https://coct.naer.edu.tw/coverage.jsp
Corpus
Obtain statistics on certain words (you may input a list of words). A
higher corpus coverage represents higher word use frequency. Teachers
and researchers may also estimate the teaching efficacy of the wordlist
based on the information.
11. Comparative
https://coct.naer.edu.tw/compare.jsp/
Tools for Word List
Compare wordlist side by side to observe the differences between
wordlists, including overlapping words and words that appear only on
one list.
12. Chinese Interlanguage
https://bcoct.naer.edu.tw/cqpweb
Thesaurus
Look up possible errors in the use of words, grammar points and
collocations of words by non-native speakers of Chinese.
13. Chinese-English
https://coct.naer.edu.tw/bc.jsp
Bilingual Thesaurus
Look up Chinese-English two-way translations, frequency of use,
possible meanings, and collocations.
14. Automatic Correction
for Typos in Chinese https://coct.naer.edu.tw/spcheck.jsp
Compositions
Look up typos in compositions and suggestions for correct word usage.

Note: For the operating methods and related applications of the 14

systems, please see: https://reurl.cc/LmVOVy. These videos on the
URL include detailed operating instructions and practice sessions.

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V. Learning assessment
Evaluation is an integral part of teaching that forms a cycle of feedback
along with the coursework, teaching materials, and teaching methods. The
purpose of evaluation is to enable the learners to understand their learning
efficacy so they may adjust their learning approaches and focuses, thus
enhancing learning effectiveness, while teachers are also able to find out about
their teaching outcomes and adjust their methods accordingly.

1. Implementation of evaluation

Apart from adhering to the relevant regulations on learning assessment

established by teaching units and teachers themselves, learning assessment in
Chinese language teaching should be regarded as an integral part of learning and
course development. Teachers should, based on learning assessment results,
make appropriate adjustments to teaching materials, teaching methods and
teaching activity design, while the learners should utilize the opportunity of
evaluation to enhance their learning. Evaluations must be implemented in
consideration of their diverse significance to fully exert their functions as a
method of diagnosis and a source of feedback. The principles are as follows:
a. Basis of evaluation: Teachers should design evaluation content according
to learning content and learner performance, and inform the learners in
advance of the related content and methods.
b. Scope of evaluation: The scope encompasses multiple dimensions
including cognition, skills, cordiality, and critical thinking. The categories
include classroom participation, assignment performance, learning
attitude, and progress.
c. Method of evaluation: The method should be learner-oriented, which also
facilitates assessment of learning, assessment for learning, and
assessment as learning. The evaluation methods should be diverse and

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 encompass a range of different approaches including teacher assessments,
paper-based tests, oral tests, listening tests, written reports, portfolio
assessments, online tests, and participation in the MOE’s Test of Chinese
as a Foreign Language (TOCFL) etc. Portfolio assessments can include a
review of text files, audio-visual files, and portfolio folders.
d. Content of evaluation: The content should encompass language learner
performance (listening, speaking, reading, writing, translating) and
language learning content (phonetics, Chinese characters, words,
grammar, and discourse) with greater emphasis placed on the former.
When evaluations are conducted, equal attention should be paid to the
accuracy and fluency of language. The level of difficulty should conform
to the adaptability principle, while differentiated evaluations should be
administered in consideration of the individual differences and cultural
differences of each learner. Test questions should not include obscure
content that is difficult to comprehend to enhance the learning interest and
confidence of learners.
e. Presentation of results: Learning outcomes may take the form of scores
or grades, but qualitative descriptive evaluations should also be presented.
Qualitative descriptions include the learner’s achievement of learning
objectives, learning advantages, level of participation in curricular and
extracurricular Chinese language activities, learning motivation, and
attitude etc.
f. Feedback application: Teachers can establish personal test questions files
and engage in simple analysis after each evaluation to assess the quality
of the test questions and the learners’ learning efficacy. This will enable
them to identify the learners’ learning difficulties and provide the learners
with in-depth, extensive or supplementary instruction adapted to
individual needs.

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2. Test of Chinese as a Foreign Language

Learners can assess their personal learner performance

using the Test of Chinese as a Foreign Language (TOCFL), and
practice for the test using the resources provided on the TOCFL
website: https://tocfl.edu.tw/index.php/home/index.
The TOCFL test levels that learners at various levels are recommended to
take part in are as follows.

The Three grades/seven levels of

Test of Chinese as a Foreign
“learner performance” in the
Language (TOCFL)
Guidelines
Level 1 Prep

Basic Level 2 Prep, Band A

Level 3 Band A

Level 4 Band B
Advanced
Level 5 Band B

Level 6 Band C
Proficient
Level 7 Band C

Please see Appendix 2 for a comparison between the “learner performance

descriptors” used in these Guidelines, CEFR levels, ACTFL levels, and TOCFL
levels.

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Chapter 5. Appendices
Appendix 1: List of communication topics
Theme Subtheme Topic example
1. Name, nationality, time and location of
birth, age and mailing address
2. Personal education and work
experience, and language
A. Personal
information 3. Kinship terminology
(1) Personal
4. Personal habits and preferences
5. Personal characters and traits
B. Emotions and
6. Emotions, attitude and reaction
attitude
7. Daily life
C. Daily
activities and 8. Living environment and location
everyday 9. Sharing of household chores
living
10. Moving
11. Film, television and internet
entertainment
D. Leisure and 12. Sports
entertainment
13. Attending performances
14. Cultural visits
(2) Life
15. Public transportation tools

E. Transportation 16. Private transportation tools

and travel 17. Travel
18. Travel information
19. School attendance

F. Education and 20. School environment

learning 21. Student life
22. Learning activities and experience

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 Theme Subtheme Topic example

23. Stationery
24. Peer interaction
25. Shopping behavior at brick-and-mortar
G. Shopping and stores
stores
26. Online shopping
27. Food, ingredients
28. Dining hours and locations
H. Food and
beverage, and 29. Dining etiquette
cooking
30. Food cookery and cooking
31. Eating habits and culture
32. Technology products
I. Technology 33. Digital media
34. The Internet
35. Parts of the body
J. Body and
36. Expression of physical state
medical care
37. Medical activities and behaviors
38. Greetings

K. Social 39. Daily living skills and social skills

activities and
interpersonal
40. Expression of opinions and emotions
relations 41. Sharing of emotions and experience
(3)
Interpersonal 42. Communications
relations
43. Workplace titles
44. Job-seeking
L. Occupations
45. Remuneration
46. Workplace culture
M. Public 47. Public service locations (banks, post
(4) Social
services offices, gas stations and vehicle

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 Theme Subtheme Topic example
maintenance)

48. Administrative culture

49. Consulate affairs, immigration and
residence
50. Safety and public order
51. Police and fire rescue
N. Safety
52. Crime
53. Conflict
54. Time and space
55. Flora, fauna, scenery and landscapes
56. Weather, climate and climate change
O. Natural
(5) Nature
environment 57. Environmental conservation
58. Taiwan’s geographical environment
and global landscapes
59. The 24 solar terms
60. History, heritage and localization
61. Traditional festivals, seasonal customs,
P. Art, history ancestor worship and religious faith
(6) Humanities
and culture
62. Art and artistic philosophy
63. Literature, writing and dialects
64. Global distribution and migration of
the Chinese people, and Chinese
diasporas
(7) Q. International 65. International situation and major issues
International and social
66. Current affairs and social activities
67. Legal and economic activities

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Appendix 2: Grading comparison charts for learner performance

descriptors, TOCFL and international language proficiency levels

1. Source: TOCFL website https://tocfl.edu.tw/index.php/test/listening/list/7. (Date of download: 2022.06)

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2

2. Source: TOCFL website https://tocfl.edu.tw/index.php/test/speaking/list/8. (Date of download: 2022.06)

55
 3

3. Source: TOCFL website https://tocfl.edu.tw/index.php/test/reading/list/8. (Date of download: 2022.06)

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4

4. Source: TOCFL website https://tocfl.edu.tw/index.php/test/writing/list/9. (Date of download: 2022.06)

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