Assessing Learners’ Competence in L2 Chinese ????????

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.

Acknowledgement Introduction Chapter 1: Construct for L2 Assessment: Concept and Approaches 1.1 Construct for language assessment: concept, theoretical backgroundand techniques 1.2 Approaches for defining construct for assessing L2 competence Further readings Reader activities Chapter2 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 Chapter3 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 validityof assessing L2 competence in Chinese 3.5 The reliability of assessing L2 competence in Chinese Further readings Reader activities Chapter4 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 Chapter5 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 Chapter6 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 Chapter7 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

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.