TSC Chinese Exam Features and Learning Strategies : Research Based on Cognitive Linguistics and Second Language Acquisition Theory

This paper focuses on the TSC (Test of Spoken Chinese, abbreviated as TSC), combining cognitive linguistics and second language acquisition theory to systematically analyze exam characteristics, learner challenges, and coping strategies, and offers teaching insights and future prospects. In addition to HSK and HSKK, the Chinese Oral Communication Ability Test, as an important examination format specifically designed to assess spoken Chinese expression skills, has gradually become a research hotspot in international Chinese education. Compared to traditional written Chinese proficiency tests, TSC places greater emphasis on assessing communication skills, pragmatic abilities, and practical language skills, covering self-introduction, picture description, scenario response, and opinion expression to comprehensively evaluate learners’ oral productivity. Studies show that TSC exhibits communicative and task-oriented characteristics in terms of content and form, requiring learners not only to have a solid understanding of language but also to achieve language processing and immediate expression in real-world contexts.