Assessing Learners’ Competence in L2 Chinese 二语汉语能力测试

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.

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