Assessing Learners’ Competence in L2 Chinese 二语汉语能力测试: (Routledge Chinese Language Pedagogy)

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

About the Author :
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.