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- Available for pre-order on December 9, 2022. Item will ship after December 30, 2022
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Book Description
Assessing Learners’ Competence in L2 Chinese is the first book intended to answer the question on whether the existing standardised and classroom-based assessments can reflect learners’ competence in L2 Chinse.
Chinese language has enjoyed increasing global popularity among second/foreign language learners and become one of the major modern languages for school and university curriculum. However, to many teachers and researchers, it has been difficult to answer the question with confidence whether the existing standardised and classroom tests can reflect learners’ competence in L2 Chinse. This book defines and re-defines the constructs for assessing L2 Chinese competence which have been overlooked or misplaced because of the unique features of the Chinese language.
The book provides theoretical backgrounds and practical methodologies for assessing competence in L2 Chinese to the trainee and experienced teachers of Chinese as a second language. It will provide invaluable guidelines and ready-made materials for workshops for those who are looking for a postgraduate course textbook and materials for their teacher training programmes. Researchers and academics will find innovative frameworks on the subject for further studies and debates.
Table of Contents
Acknowledgement
Introduction
Chapter I: Construct for L2 Assessment: concept and approaches to construct definition
I.1 Construct for language assessment: the concept, theories and techniques
I.2 Approaches for defining construct for assessing L2 competence
Further reading
Reader Activities
Chapter II Framework-Based Assessment of Chinese and a CFL Model
II.1 CEFR-based assessment of learners’ L2 competence
II.2 EBCL-based assessment of learners’ competence in L2 Chinese
II.3 ACTFL-based assessment of learners’ competence in L2 Chinese
II.4 ICCLE-based assessment of learners’ competence in L2 Chinese
II.5 A CFL model of construct definition for assessing learners’ L2 competence in Chinese
Further reading
Reader Activities
Chapter III The CFL Classroom-based Summative Assessment: Process, Validity and Reliability
III.1 Classroom-based assessment
III.2 The contexts, purposes and consequences of the CFL classroom-based assessment
III.3 The process for developing CFL CBA for summative purposes
III.4 Validity for assessing L2 competence in Chinese
III.5 Reliability for assessing L2 competence in Chinese
Further Reading
Reader Activities
Chapter IV The CFL Formative Assessment and Teachers’ Knowledge and Competence for Assessment
IV.1 Introducing formative assessment
IV.2 CFL teacher strategies for effective formative assessment
IV.3 CFL teachers’ knowledge and competence for assessing L2 competence in Chinese
Further Reading
Reader Activities
Chapter V Assessing Vocabulary and Grammatical Knowledge and Competence in L2 Chinese
V.1 Assessing vocabulary knowledge and competence in L2 Chinese
V.2 Assessing grammatical knowledge and competence in L2 Chinese
Further reading
Reader activates
Chapter VI. Assessing Pinyin and Spoken Language Competence in L2 Chinese
VI. 1 Assessing Pinyin competence
VI. 2 Assessing listening competence in L2 Chinese
VI. 3 Assessing speaking competence in L2 Chinese
Further reading
Reader Activities
Chapter VII Assessing Orthographic Competence and Written Language Competence in L2 Chinese
VII.1 Assessing orthographic competence (OC) in L2 Chinese
VII.2 Assessing reading comprehension in L2 Chinese
VII.3 Assessing productive written language in L2 Chinese
Further reading
Reader activates
References
Index
Author(s)
Biography
Yang Lu is a retired lecturer of Chinese Language from the University of Nottingham, UK. Her research interests have covered the assessment of L2 Chinese and spoken competence in ESL, teaching methodology for L2 Chinese grammar and comparative studies of Western and Chinese literature. Yang has published an edited book, Teaching and Learning Chinese in Higher Education, research articles on standardising L2 Chinese competence with the Common European Framework of Reference, the criterion-referenced validity of the New HSK Intermediate tests, explicit instruction of L2 Chinese grammar, Chinese EFL test-takers’ spoken discourse competence and the impacts of examiners’ conversation styles on learners’ performance.