Yang Lu (University of Nottingham.)

Assessing Learners' Competence in L2 Chinese ????????

• Broschiertes Buch

Produktbeschreibung

Assessing Learnersâ Competence in L2 Chinese is the first book intended to answer the question on whether the existing standardised and classroom-based assessments can reflect learnersâ competence in L2 Chinse.

Produktdetails

• Routledge Chinese Language Pedagogy
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 226
• Erscheinungstermin: 30. Dezember 2022
• Englisch
• Abmessung: 155mm x 234mm x 19mm
• Gewicht: 366g
• ISBN-13: 9781138052222
• ISBN-10: 1138052221
• Artikelnr.: 60020956

Autorenporträt

Yang Lu is a retired lecturer of Chinese language who taught at 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 collection, Teaching and Learning Chinese in Higher Education, and 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.

Inhaltsangabe

Acknowledgement
Introduction
Chapter 1: Construct for L2 Assessment: Concept and Approaches
1.1 Construct for language assessment: concept, theoretical background and
techniques
1.2 Approaches for defining construct for assessing L2 competence
Further readings
Reader activities
Chapter 2 Framework-Based Assessment of Chinese and a CFL Model
2.1 CEFR-based assessment of learners' L2 competence
2.2 EBCL-based assessment of learners' competence in L2 Chinese
2.3 ACTFL-based assessment of learners' competence in L2 Chinese
2.4 ICCLE-based assessment of learners' competence in L2 Chinese
2.5 A CFL model of construct definition for assessing learners' L2
competence in Chinese
Further readings
Reader activities
Chapter 3 The CFL Classroom-based Summative Assessment: Process, Validity
and Reliability
3.1 Classroom-based assessment
3.2 The context, purpose and consequence of the CFL classroom-based
assessment
3.3 The process for developing CFL CBA for summative purposes
3.4 The validity of assessing L2 competence in Chinese
3.5 The reliability of assessing L2 competence in Chinese
Further readings
Reader activities
Chapter 4 The CFL Formative Assessment and Teachers' Knowledge and
Competence for Assessment
4.1 Introducing formative assessment
4.2 Teacher strategies for effective formative assessment
4.3 CFL teachers' knowledge and competence for assessing competence in L2
Chinese
Further readings
Reader activities
Chapter 5 Assessing Vocabulary, Grammatical Knowledge and Competence in L2
Chinese
5.1 Assessing vocabulary knowledge and competence in L2 Chinese
5.2 Assessing grammatical knowledge and competence in L2 Chinese
Further readings
Reader activities
Chapter 6 Assessing Pinyin and Spoken-Language Competence in L2 Chinese
6.1 Assessing Pinyin Competence (PC)
6.2 Assessing listening competence in L2 Chinese (LCC)
6.3 Assessing speaking competence in L2 Chinese (SCC)
Further readings
Reader activities
Chapter 7 Assessing Written-Language and Orthographic Competence in L2
Chinese
7.1 Assessing orthographic competence in L2 Chinese
7.2 Assessing reading comprehension in L2 Chinese
7.3 Assessing productive written language in L2 Chinese
Further readings
Reader activities
References
Index