外语教育是中国文化国际传播的重要抓手。以《国际中文教育中文水平等级标准》(以下简称《等级标准》)、《中国英语能力等级量表》(以下简称《量表》)、《欧洲语言共同参考框架》(以下简称《框架》)为代表的语言能力量表是外语教育的上位指引,体现“立德树人”的价值导向。从价值取向、语言能力构念、描述语框架维度进行对比研究,发现三个量表:(1)强调跨文化公民教育和跨国流动和交流,在以下方面差异明显:国家研究的内涵阐释,跨国通信的意识和深度,语言多样性、文化多样性、社会问题的范畴和总量。《等级标准》和《量表》凸显语言能力标准的中国方案。(2)立足交际语言能力培养,《欧框》(含扩展版)注重多语主义、中介能力(mediation)、线上综合互动能力。(3)能力描写框架范式求同存异,《等级标准》的 “话题任务+四维基准的语言量化指标”独树一帜。最后提出了上述标准修改建议。

Foreign language education is an important pass for the international communication of Chinese culture. Its guidelines - the language proficiency scales, represented by Chinese Proficiency Grading Standards for International Chinese Language Education (the Standards), China's Standards of English (CSE), and Common European Framework of Reference for Languages (CEFR), embody “nurturing virtues”, among others. The present comparison of the above scales in terms of values orientation, language ability construct and the structure of descriptors yielded the following results: (1) intercultural citizenship education and transnational mobility and communication are prioritized in all of the three scales. However, the scales under discussion show distinct variability in these aspects: national/country studies, the awareness and depth of transnational telecommunication; linguistic diversity, cultural diversity, and social problem concern. The Standards and the CSE present China, disseminate Chinese culture, and highlight the Chinese wisdom of language education; (2) communicative language competence foregrounds as the universal goal for the scales, and CEFR and its Companion emphasizes plurilingual, mediation, and online interaction; (3) the scale descriptors display common ground while reserving differences, with the Standards, showcasing Chinese-based innovation, augments “task topics+ quantitative linguistic indicators of the four-dimensional benchmarks”. Scale revision suggestions are finally presented as well.