Bridging the gap from intermediate to advanced proficiency with higher-order thinking skills and content knowledge
Issue: Vol 2 No. 1 (2016)
Journal: Researching and Teaching Chinese as a Foreign Language
Subject Areas:
DOI: 10.1558/rtcfl.28321
Abstract:
Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the “advanced” level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the “intermediate” level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond “the self,” about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.
美國大學的中文課程一般都希望他們的學生能夠達到《美國外語教學委員
會的口語能力分级标准》所謂的高級水平，但是除非學生出國，花一段較
長的時間留學，專門學習中文，一般不能超越〈中級〉水平，而達不到〈高級〉水平。如果學生能夠在〈高級〉水平溝通，他們也需要在多元項
目上透過發展自我以外的内容知識，比方關於社會，共同體，和世界。並
且，學生也需要据有成熟的思想，發展批判性的思維，綜合他們在課程中
學到的知識，最後把這些語言技能使用出來以表達他們的思想。本篇文章
所講的就是怎麽結合課上的活動、作業、課程内容來訓練學生的高階層思
維技能， 以幫學生從中級達到高級水平。
Author: Michelle M Low
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