Assessing Learners’ Competence in L2 Chinese is the first book intended to answer the question on whether existing standardised and classroom-based assessments can reflect learners’ competence in L2 Chinese.
The Chinese language has enjoyed increasing global popularity amongst second/foreign language learners and has become one of the major modern languages for school and university curricula. However, to many teachers and researchers, it has been difficult to answer with confidence whether the existing standardised and classroom tests can reflect learners’ competence in L2 Chinese. This book defines and redefines the constructs for assessing L2 Chinese competence that 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 trainees and experienced teachers of Chinese as a second language. It will provide invaluable guidelines and ready-made workshop materials for postgraduate teacher training programmes. Researchers and academics will find innovative frameworks on the subject for further studies and debates.
Author(s): Yang Lu
Series: Routledge Chinese Language Pedagogy
Publisher: Routledge
Year: 2022
Language: English/Chinese
Pages: 233
City: London
Cover
Half Title
Series
Title
Copyright
Contents
Acknowledgements
Introduction
1 Construct for L2 assessment: concept and approaches
1.1 Construct for language assessment: concept, theoretical background and techniques
1.2 Approaches for defining the construct for assessing L2 competence
Further readings
Reader activities
2 Framework-based assessment of L2 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
3 The CFL classroom-based summative assessment: process, validity and reliability
3.1 Classroom-based assessment
3.2 The context, purpose and consequences of the CFL classroom-based assessment
3.3 The process of 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
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
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
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
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
