HSK 2.0 vs HSK 3.0

What's changed?

The biggest HSK 3.0 vs HSK 2.0 difference is structural. The previous HSK used a six-level ladder. The Chinese Proficiency Grading Standards for International Chinese Language Education (GF 0025—2021) organizes proficiency into three stages and nine levels, adds a shared advanced band at Levels 7–9, and describes communicative tasks, topics, syllables, characters, vocabulary and grammar in greater detail.

For learners preparing to study in China, apply for scholarships or use Chinese professionally, this changes how a study plan should be audited. An old textbook labelled “HSK 4,” for example, should not be assumed to cover the vocabulary and skills described for Level 4 in the newer standard.

Framework and exam are not the same thing. GF 0025—2021 is a proficiency standard. Test format, speaking-test pairing and the version offered on a particular date are administration matters. Check the official registration listing for your test centre before choosing materials or booking an exam.

Level-by-level cumulative vocabulary comparison

The vocabulary figures below compare the familiar cumulative targets used for HSK 2.0 with the cumulative lexical-item targets in the HSK 3.0 framework. They are useful for showing the scale of the change, but they are not a promise that every current exam paper or commercial “HSK 3.0” word list uses identical totals.

Why these totals may look different: some new-HSK study lists use exam-syllabus figures such as 300, 500, 1,000 or 5,400. This table instead follows the cumulative word indicators in the supplied GF 0025—2021 standard: 500, 1,272, 2,245, 3,245, 4,316, 5,456 and 11,092. Always check which document a list is based on.

New HSK levels in detail

HSK 3.0 groups the nine levels by the breadth, complexity and formality of communication. The descriptions below summarize the framework rather than predicting a particular test paper.

Elementary stage: Levels 1–3

Elementary learners progress from short exchanges on very familiar topics to everyday communication about travel, courses, festivals, education and work. The standard expects listening, speaking, reading and writing from Level 1; production is therefore part of the framework rather than an optional extra.

Intermediate stage: Levels 4–6

Intermediate learners move into connected expression, more complex sentences, broader social and professional topics, and authentic informational or argumentative texts. Translation first appears at Level 4 and becomes more demanding through Level 6.

Advanced stage: Levels 7–9

The advanced stage serves academic, formal and specialist communication. Levels 7–9 share one set of quantitative language indicators in the standard, while their performance descriptions rise from initial professional translation through complex debate, research writing and, at Level 9, simultaneous interpretation.

HSK 3.0 Proficiency Descriptors by Level

1. Elementary Stage

Learners can understand simple language materials at a basic level and communicate effectively in social situations. They can express themselves on a limited range of topics in daily life, study, work and social interaction, organize short passages using common sentence patterns, and complete simple communicative tasks. They can use simple communication strategies to support everyday expression. They have an introductory understanding of Chinese culture and an initial capacity for intercultural communication. On completing the elementary stage, learners should have mastered 608 syllables, 900 Chinese characters, 2,245 words and 210 grammar points, and should be able to write 300 Chinese characters by hand.

Level 1 Standard

Communicative language competence: Learners have introductory listening, speaking, reading and writing skills. They can engage in brief or largely responsive exchanges on the most familiar topics and complete the most basic social interactions.

Topics and communicative tasks: Topics include personal information, daily routines, food and drink, transportation, interests and hobbies. Learners can complete related communicative tasks; for example, they can use the simplest polite expressions with different interlocutors, identify certain simple information in public settings, and ask for confirmation.

Quantitative language indicators: 269 syllables, 300 Chinese characters, 500 words and 48 grammar points.

1. Listening: Can understand short dialogues of no more than 80 Chinese characters, mainly consisting of words or single sentences and covering Level 1 topics and tasks. Speech is in standard pronunciation, clearly articulated and slow, at no less than 100 Chinese characters per minute. Can use visual aids such as pictures and physical objects to understand basic information.
2. Speaking: Can produce the syllables specified in the Level 1 quantitative indicators with generally correct pronunciation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has introductory spoken-production skills and can use words and common single sentences to ask and answer simple questions.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 1 quantitative indicators. With the aid of pictures and Pinyin, can understand texts of no more than 100 Chinese characters that cover Level 1 topics and tasks and do not exceed the grammar specified for this level, at a reading speed of no less than 80 Chinese characters per minute. Can recognize the most common signs in daily life and obtain the most basic information from simple notes, forms and maps.
4. Writing: Can write 100 characters from the elementary-stage handwriting list. Has a basic understanding of the rules governing Chinese-character strokes and stroke order, as well as the use of the most common punctuation marks. Can copy Chinese characters with general accuracy at a speed of no less than 10 characters per minute. Has the most basic written-production skills and can use simple words and common single sentences to enter essential personal information and write notes.

Level 2 Standard

Communicative language competence: Learners have basic listening, speaking, reading and writing skills. They can engage in brief exchanges on relatively familiar topics and complete simple social interactions.

Topics and communicative tasks: Topics include basic social interaction, family life, study arrangements, shopping, dining and personal feelings. Learners can complete related communicative tasks; for example, they can order food with friends in a Chinese restaurant and discuss preferences, and can identify and complete information on an enrolment form.

Quantitative language indicators: 468 syllables (199 new), 600 Chinese characters (300 new), 1,272 words (772 new) and 129 grammar points (81 new).

1. Listening: Can understand dialogues or general spoken texts of no more than 150 Chinese characters, mainly consisting of single sentences with a small number of simple complex sentences and covering Level 2 topics and tasks. Speech is in standard pronunciation, clearly articulated and relatively slow, at no less than 140 Chinese characters per minute. Can use supplementary cues such as gestures and facial expressions to understand basic information.
2. Speaking: Can produce the syllables specified in the Level 2 quantitative indicators with generally correct pronunciation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has basic spoken-production skills and can use simple sentences for brief question-and-answer exchanges, statements and social conversation.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 2 quantitative indicators. With the aid of Pinyin, illustrations and learner's dictionaries, can understand short texts of no more than 200 Chinese characters that cover Level 2 topics and tasks and do not exceed the grammar specified for this level, at a reading speed of no less than 100 Chinese characters per minute. Can locate specific target information in introductory and narrative texts and generally understand ordinary notices and electronic messages.
4. Writing: Can write 200 characters from the elementary-stage handwriting list. Has a good command of the rules governing Chinese-character strokes and stroke order, as well as the use of common punctuation marks. Can copy Chinese characters with reasonable accuracy at a speed of no less than 15 characters per minute. Has introductory written-production skills and can use simple sentences to present basic information closely related to personal life or study, producing no fewer than 100 Chinese characters within a specified time.

Level 3 Standard

Communicative language competence: Learners have general listening, speaking, reading and writing skills. They can engage in brief exchanges on basic topics relating to daily life, study and work, and complete everyday social interactions.

Topics and communicative tasks: Topics include travel experiences, courses, cultural and sporting activities, festival customs, education and occupations. Learners can complete related communicative tasks; for example, they can discuss travel arrangements and customs associated with traditional festivals such as the Spring Festival, issue relatively formal oral or written invitations, and respond to invitations from others.

Quantitative language indicators: 608 syllables (140 new), 900 Chinese characters (300 new), 2,245 words (973 new) and 210 grammar points (81 new).

1. Listening: Can understand dialogues or general spoken texts of no more than 300 Chinese characters, mainly consisting of longer single sentences and simple complex sentences and covering Level 3 topics and tasks. Pronunciation is generally standard, speech is clear and the rate is close to normal, at no less than 180 Chinese characters per minute. Can use changes in pronunciation, intonation and speech rate as supplementary cues to understand and obtain the main information.
2. Speaking: Can produce the syllables specified in the Level 3 quantitative indicators with generally correct pronunciation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has general spoken-production skills and can use a limited number of relatively complex sentence patterns for simple exchanges or discussions.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 3 quantitative indicators. Can understand texts of no more than 300 Chinese characters that cover Level 3 topics and tasks and whose grammar generally does not exceed this level, at a reading speed of no less than 120 Chinese characters per minute. Can understand simple complex sentences, comprehend narrative and expository texts, and understand both the main ideas and detailed information. Can use dictionaries and other reference works to determine the meanings of unfamiliar words. Has introductory skimming and scanning skills.
4. Writing: Can write 300 characters from the elementary-stage handwriting list. Has a relatively proficient command of the rules governing Chinese-character strokes and stroke order, as well as the use of different kinds of punctuation. Can copy Chinese characters correctly at a speed of no less than 20 characters per minute. Has general written-production skills and can conduct simple written exchanges, producing emails, notices and short narrative texts of no fewer than 200 Chinese characters within a specified time. Sentences are generally fluent and meaning is generally clear.

2. Intermediate Stage

Learners can understand general language materials on a range of topics and communicate socially with relative fluency. They can produce basic connected discourse on relatively complex topics in daily life, work, professional settings and society and culture. They can use common communication strategies. They have a basic understanding of Chinese culture and a basic capacity for intercultural communication. On completing the intermediate stage, learners should have mastered 908 syllables (300 new), 1,800 Chinese characters (900 new), 5,456 words (3,211 new) and 424 grammar points (214 new), and should be able to write 700 Chinese characters by hand (400 new).

Level 4 Standard

Communicative language competence: Learners have a degree of listening, speaking, reading and writing competence and introductory translation competence. They can communicate in a generally complete, coherent and effective manner on relatively complex topics relating to daily life, study and work.

Topics and communicative tasks: Topics include community life, health, campus life, routine office work, animals and plants. Learners can complete related communicative tasks; for example, they can give a simple account of their condition and communicate with a doctor during a medical consultation, and can draft a simple advertisement for part-time work and respond to enquiries.

Quantitative language indicators: 724 syllables (116 new), 1,200 Chinese characters (300 new), 3,245 words (1,000 new) and 286 grammar points (76 new).

1. Listening: Can understand informal dialogues or spoken texts of no more than 400 Chinese characters that cover Level 4 topics and tasks. Speech is natural, may contain a slight regional accent, and is delivered at a normal rate of 180–200 Chinese characters per minute. Can avoid being distracted by unnecessary repetition, pauses and similar features and accurately obtain the main information. Can recognize implied meaning and identify cultural factors in the dialogue or spoken text.
2. Speaking: Can produce the syllables specified in the Level 4 quantitative indicators with generally accurate pronunciation and relatively natural intonation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has introductory connected-speech skills and can use some relatively complex sentence patterns to narrate the development of events, describe relatively complex situations, briefly state viewpoints and express feelings. Can conduct general conversations with relative fluency and word choice that is relatively accurate.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 4 quantitative indicators. Can understand texts of no more than 500 Chinese characters that cover Level 4 topics and tasks and whose grammar generally does not exceed this level, at a reading speed of no less than 140 Chinese characters per minute. Can understand ordinary complex sentences, narrative and expository texts, and simple argumentative texts; understand the main content; identify key information; make appropriate inferences; and gain a basic understanding of the cultural factors involved. Has an introductory command of skills such as rapid reading, inferencing and using context to overcome comprehension difficulties.
4. Writing: Can write 100 characters from the intermediate-stage handwriting list. Has a basic command of the structural features of Chinese characters. Can use simple sentence patterns to produce connected passages and, within a specified time, write simple narrative and expository texts of no fewer than 300 Chinese characters. Word choice is generally correct, sentence patterns show some variation, content is generally complete, and expression is relatively clear. Can produce common practical texts in a generally correct format.
5. Translation: Has introductory translation competence and can translate content relating to Level 4 topics and tasks with generally complete coverage, while recognizing the cultural factors involved. Can undertake reception duties and simple liaison interpreting in informal settings with generally fluent delivery. Can translate simple narrative and expository written materials with generally accurate results.

Level 5 Standard

Communicative language competence: Learners have a degree of listening, speaking, reading and writing competence and basic translation competence. They can communicate in a relatively complete, smooth and effective manner on complex topics relating to life, study and work.

Topics and communicative tasks: Topics include interpersonal relationships, lifestyles, approaches to learning, the natural environment and social phenomena. Learners can complete related communicative tasks; for example, they can discuss or exchange views on common social phenomena in everyday life, and can reply to an email by describing their own learning methods and offering suggestions.

Quantitative language indicators: 822 syllables (98 new), 1,500 Chinese characters (300 new), 4,316 words (1,071 new) and 357 grammar points (71 new).

1. Listening: Can understand informal and relatively formal dialogues or spoken texts of no more than 500 Chinese characters that cover Level 5 topics and tasks. Speech is natural, may contain a slight regional accent, and is delivered at a normal rate of 200–220 Chinese characters per minute. Can avoid interference from noisy surroundings, unnecessary repetition, pauses and similar factors, and accurately obtain the main information and some details. Can understand at a basic level the cultural factors involved in the dialogue or spoken text.
2. Speaking: Can produce the syllables specified in the Level 5 quantitative indicators with generally accurate pronunciation and relatively natural intonation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has basic connected-speech skills and can use relatively complex sentence patterns in conversation, describe events in some detail, present personal opinions fully, and express relatively complex thoughts and feelings coherently, with appropriate word choice and a degree of logical organization.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 5 quantitative indicators. Can understand texts of no more than 700 Chinese characters that cover Level 5 topics and tasks and whose grammar generally does not exceed this level, at a reading speed of no less than 160 Chinese characters per minute. Can understand complex sentences; comprehend narrative, expository and argumentative texts; understand and summarize their central ideas or theses and supporting arguments; make logical inferences; and understand the cultural factors involved relatively well. Has a good command of skills such as rapid reading, scanning and information retrieval.
4. Writing: Can write 250 characters from the intermediate-stage handwriting list. Can analyse the structure of common Chinese characters. Can use relatively complex sentence patterns to produce connected passages and, within a specified time, write general narrative and expository texts and simple argumentative texts of no fewer than 450 Chinese characters. Word choice is relatively appropriate, sentence patterns are generally correct, content is relatively complete, and expression is relatively fluent. Can produce general practical texts in the correct format and with generally standard expression.
5. Translation: Has basic translation competence and can translate content relating to Level 5 topics and tasks completely, with basic handling of the cultural factors involved. Can undertake simple consecutive interpreting in informal settings with relatively fluent delivery. Can translate general narrative and expository written materials, as well as simple argumentative materials, with relatively accurate results.

Level 6 Standard

Communicative language competence: Learners have a degree of listening, speaking, reading and writing competence and general translation competence. They can communicate socially on study and work topics in certain specialist fields with relative breadth, fluency and appropriateness.

Topics and communicative tasks: Topics include social interaction, company affairs, disputes and conflicts, social news, and comparisons between China and other countries. Learners can complete related communicative tasks; for example, they can discuss historical and cultural differences between China and other countries in informal settings, and can generally understand and comment on social news.

Quantitative language indicators: 908 syllables (86 new), 1,800 Chinese characters (300 new), 5,456 words (1,140 new) and 424 grammar points (67 new).

1. Listening: Can understand dialogues or spoken texts of no more than 600 Chinese characters that cover Level 6 topics and tasks. Speech is natural, may contain a slight regional accent, and is delivered at a normal or slightly fast rate of 220–240 Chinese characters per minute. Can avoid being affected by slips of the tongue, self-corrections and similar features of speech, and can understand the speaker's true intention with relative accuracy. Can understand at a basic level the cultural content involved in the dialogue or spoken text.
2. Speaking: Can produce the syllables specified in the Level 6 quantitative indicators with generally accurate pronunciation and relatively natural intonation. Can use the vocabulary and grammar specified for this level to express ideas on relevant topics and complete communicative tasks. Has general connected-speech skills and can accurately use complex sentence patterns to describe events and situations in detail, engage in relatively fluent discussion and simple negotiation, and express personal views, thoughts and feelings fairly fully. Expression is smooth, vocabulary is broad, register is generally appropriate, and ideas are strongly organized.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the Level 6 quantitative indicators. Can understand texts of no more than 900 Chinese characters that cover Level 6 topics and tasks and whose grammar generally does not exceed this level, at a reading speed of no less than 180 Chinese characters per minute. Can distinguish the structural levels of a text, understand its content accurately, and extract the main arguments and information. Can infer word meaning from context, identify implicit information, and gain a basic understanding of the cultural content involved. Has strong skills in scanning, information retrieval and summarizing key points.
4. Writing: Can write 400 characters from the intermediate-stage handwriting list. Can analyse the structure of Chinese characters with relative proficiency. Can use longer and relatively complex sentence patterns to produce connected passages and, within a specified time, write common narrative, expository and argumentative texts of no fewer than 600 Chinese characters. Word choice is appropriate, sentence patterns are correct, content is complete, and expression is fluent and coherent. Can use common rhetorical devices. Can produce a range of practical texts in the correct format and with standard expression.
5. Translation: Has general translation competence and can translate content relating to Level 6 topics and tasks completely, in accordance with conventions of Chinese expression, while handling the cultural content involved. Can undertake interpreting in informal settings with smooth delivery and can promptly self-correct or retranslate where necessary. Can translate common narrative, expository and argumentative written materials accurately.

3. Advanced Stage

Learners can understand complex language materials across a range of topics and genres and engage in in-depth communication and discussion. They can communicate in a standard, appropriate manner on complex topics in areas such as social life and academic research, with clear logic, rigorous structure, and coherent and well-organized discourse. They can use a range of communication strategies flexibly. They have an in-depth understanding of Chinese culture, an international perspective and intercultural communication competence. On completing the advanced stage, learners should have mastered 1,110 syllables (202 new), 3,000 Chinese characters (1,200 new), 11,092 words (5,636 new) and 572 grammar points (148 new), and should be able to write 1,200 Chinese characters by hand (500 new).

The quantitative language indicators for the advanced stage, Levels 7–9, are not subdivided by individual level.

Level 7 Standard

Communicative language competence: Learners have strong listening, speaking, reading and writing competence and introductory professional translation competence. They can communicate on a relatively broad range of higher-level topics in a generally standard, fluent and appropriate manner.

Topics and communicative tasks: Topics include social etiquette, science and technology, literature and the arts, sports, psychology and emotions, and specialist courses. Learners can complete related communicative tasks; for example, they can communicate with participants at a relatively formal meeting, generally understand learning materials for a specialist course, and complete course assignments.

1. Listening: Can understand general lectures and social-news reports of around 800 Chinese characters that cover Level 7 topics and tasks and are delivered at a normal or fast rate. Can remain generally unaffected by environmental and other interference, identify the main facts and viewpoints with relative accuracy, and understand the logical structure. Can understand at a basic level the sociocultural implications involved.
2. Speaking: Can use the syllables, vocabulary and grammar specified in the advanced-stage quantitative indicators to express ideas on Level 7 topics and complete communicative tasks. Has introductory discourse-production skills and can flexibly use complex sentence patterns to express personal views and participate in discussion. Content is relatively substantial, delivery is fluent, sentences are coherent and logic is strong. Pronunciation is accurate and intonation natural. Can adjust expression to suit the communicative context and use language appropriately. Can use rhetorical devices to enhance spoken expression and demonstrate a degree of intercultural communicative awareness.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the advanced-stage quantitative indicators. Can understand texts in a range of genres that cover Level 7 topics and tasks, at a reading speed of no less than 200 Chinese characters per minute. Has a degree of understanding and command of Chinese patterns of thought and expression, can accurately identify structural relationships within discourse, analyse, evaluate and reason logically about its content, and understand the cultural content involved. Has command of a range of reading skills and can generally retrieve and locate required information independently.
4. Writing: Can write by hand the Chinese characters required by the advanced-stage quantitative indicators. Can produce practical, expository and argumentative texts and specialist papers of a certain length. Viewpoints are generally clear, organization is generally well structured, sentences are fluent, format is correct, expression is appropriate, and reasoning is logical. Can use a range of rhetorical devices correctly.
5. Translation: Has introductory professional translation competence and can translate content relating to Level 7 topics and tasks completely and accurately. Can undertake consecutive and liaison interpreting in formal settings with fluent delivery. Can translate practical, expository and argumentative texts of a certain length, producing a target text that is generally faithful to the source and correctly formatted.

Level 8 Standard

Communicative language competence: Learners have strong listening, speaking, reading and writing competence and basic professional translation competence. They can communicate on a range of higher-level or specialist topics in a relatively standard, fluent and appropriate manner.

Topics and communicative tasks: Topics include language and writing, politics and economics, legal affairs, philosophy and history. Learners can complete related communicative tasks; for example, they can engage in relatively in-depth discussion and exchange on philosophy, religion and current affairs, and can state a position, raise questions and present grounds for an appeal when a dispute arises.

1. Listening: Can understand specialist lectures and in-depth news reports of around 800 Chinese characters that cover Level 8 topics and tasks and are delivered at a normal or fast rate. Can remain unaffected by environmental and other interference, overcome comprehension obstacles, summarize key points, identify details accurately and understand the logical structure. Can understand the sociocultural implications involved relatively well.
2. Speaking: Can use the syllables, vocabulary and grammar specified in the advanced-stage quantitative indicators to express ideas on Level 8 topics and complete communicative tasks. Has strong discourse-production skills and can use language flexibly. Can deliver speeches, make impromptu remarks or participate in oral defences, expressing views and ideas fully and appropriately. Pronunciation is accurate, intonation natural, delivery fluent and logic strong. Can use rhetorical devices appropriately to enhance spoken expression and demonstrate a degree of intercultural communication competence.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the advanced-stage quantitative indicators. Can understand texts in a range of genres that cover Level 8 topics and tasks, at a reading speed of no less than 220 Chinese characters per minute. Has a basic command of Chinese patterns of thought and expression, a proficient command of a range of reading skills, and an accurate understanding of a text's ideas and sociocultural implications. Can identify linguistic problems, logical flaws and similar issues in a text.
4. Writing: Can write by hand the Chinese characters required by the advanced-stage quantitative indicators. Can produce longer practical, expository and argumentative texts and specialist papers. Viewpoints are clear, organization is well structured, sentences are fluent, format is correct, expression is appropriate, and reasoning is clear. Can correctly use a relatively rich range of idioms, conventional expressions and rhetorical devices.
5. Translation: Has basic professional translation competence and can translate content relating to Level 8 topics and tasks completely and accurately. Can undertake consecutive interpreting of specialist content in formal settings, with fluent delivery that conforms to conventions of Chinese expression. Can translate longer practical, expository and argumentative texts accurately, preserving the rhetorical devices and language style of the source text.

Level 9 Standard

Communicative language competence: Learners have strong listening, speaking, reading and writing competence and professional translation competence. They can integrate a range of skills to communicate on all kinds of topics and in all kinds of situations in a standard, fluent and appropriate manner.

Topics and communicative tasks: Topics include academic research, policies and regulations, business and trade, and international affairs. Learners can complete related communicative tasks; for example, they can participate in formal business negotiations and exchange arguments with the other party, and can understand formal-register documents such as policies, regulations and research reports and comment on them fully and appropriately.

1. Listening: Can understand a range of language materials of around 800 Chinese characters that cover Level 9 topics and tasks and are delivered at a normal or fast rate. Can analyse and infer the required information and accurately understand the sociocultural implications involved.
2. Speaking: Can use the syllables, vocabulary and grammar specified in the advanced-stage quantitative indicators to express ideas on Level 9 topics and complete communicative tasks. Has strong discourse-production skills and can use language flexibly. Can express thoughts and viewpoints fully, accurately, fluently and appropriately, with substantial content and rigorous logic. Pronunciation is accurate and intonation natural. Can use rhetorical devices flexibly to enhance spoken expression and demonstrate strong intercultural communication competence.
3. Reading: Can accurately recognize and read the syllables, Chinese characters and vocabulary specified in the advanced-stage quantitative indicators. Can understand texts on a full range of subjects and in a full range of genres, at a reading speed of no less than 240 Chinese characters per minute. Has a proficient command of Chinese patterns of thought and expression, can integrate a range of reading skills, and can understand a text's ideas and sociocultural implications in depth.
4. Writing: Can write by hand the Chinese characters required by the advanced-stage quantitative indicators. Can produce degree theses and dissertations and write in a range of genres. Viewpoints are clear, discourse is coherent, format is correct, expression is appropriate, and logic is strong. Can use a range of complex sentence patterns correctly and integrate multiple rhetorical devices, producing substantive and stylistically accomplished writing.
5. Translation: Has professional translation competence and can translate content relating to Level 9 topics and tasks proficiently, completely and accurately. Can undertake simultaneous interpreting of specialist content in formal settings with fluent delivery. Can translate texts in a range of genres, producing target texts that are fluent, correctly formatted and coherent in discourse, while remaining faithful to the rhetorical devices and language style of the source text.

What this means for your study plan

1. Confirm the exam version first. Use the version named for your exact test date and centre, not a generic “new HSK” label.
2. Audit materials by source. Check whether a textbook follows HSK 2.0, the HSK 3.0 framework or a current exam syllabus.
3. Plan beyond flashcards. The newer framework describes listening, speaking, reading and writing at every level, plus translation from Level 4.
4. Do not convert levels mechanically. The same level number does not mean the same vocabulary coverage or communicative scope in both systems.
5. Verify the receiving institution's rule. Universities, scholarship providers and employers decide which test, level, score and validity period they accept.

Use the HSK 3.0 syllabus explorer to inspect the language lists by level, then check the current HSK test dates and registration instructions before committing to an exam plan.