汉语教学中的跨文化调解:老话题，新挑战

The challenges faced by Chinese teaching around the world are directly related to the changes emerged in different aspects of this field: among them the appearance of degree programs focused on the training of the cultural and lin- guistic mediator, certainly deserves to be analysed and discussed.Although mediation has been included in the Common European Framework of Languages: teaching, learning and assessment since 2001, the literature on mediation within the field of Chinese teaching is not rich. The present paper aims to illustrate the application of mediation in teaching Chinese as a foreign language. In particular, two groups of learners, belonging to two different proficiency levels, have been asked to complete four tasks focused on L1- L2 mediation and multimodal text mediation.The written productions have been anal- ysed to elicit the mediation strategies, the selection of vocabulary and the expression of learners’ personal beliefs and world knowledge. Results show how mediation tasks trigger learners’ motivation and autonomy in learning Chinese, even at elementary level, and the proposal of tasks based on real life, although challenging, encourages the shift from teacher-centered classroom toward those which are learner-centered.