Abstract
Abstract
The present study developed and implemented a character recognition test based on the Chinese Proficiency Grading
Standards for International Chinese Language Education. Using a stratified systematic sampling approach, we selected 15 characters
from each level, ranging from levels 1 to 6, and 45 characters from the advanced level. This test was administered to 32 L2
Chinese learners from two universities. The results, on one hand, present an estimation of learners’ character size and revealed
variations at multiple levels, including school, course, and individual levels. On the other hand, they serve as a valuable link
between the Standards and teaching/learning practice, enabling a necessary reflection on the efficacy of the Standards,
particularly in terms of the character component.
Publisher
John Benjamins Publishing Company
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