Assessing Chinese Learners of English

This volume gathers researchers from around the world endeavouring to better understand a number of perennial issues in assessing Chinese learners of English, covering topics such as students' test performances, interactional competence and lexical knowledge, students' motivation, teachers' attitudes and assessment policy changes.

Central aim of the book is to examine and consolidate the existing literature on assessing Chinese learners of English. not only introduces studies related to English language assessment in China but also functions as a platform for researchers worldwide to facilitate a better understanding of English language assessment in China. It is successful in reviewing existing findings from research on assessing Chinese learners of English, while also encouraging researchers to continue developing language assessment research in the Chinese context. (Jian Xu and Barley Mak, Applied Linguistics, Issue 1-4, 2016)

Autorentext
Guoxing Yu, University of Bristol, UK Yan Jin, Shanghai Jiaotong University, China Cyril Weir, University of Bedfordshire, UK Liz Hamp-Lyons, University of Bedfordshire, UK Daniel M. K. Lam, University of Edinburgh, UK Lin Zhang, Shanghai Jiao Tong University, China Shasha Xu, Zhejiang University, China Lei Wang, Zhejiang Gongshang University, China Chan Chen, Zhejiang Gongshang University, China Chanchan Tang, Wenzhou No.2 Secondary Vocational School, China Jeanine Treffers-Daller, University of Reading, UK Xiaoming Xi, Educational Testing Service, USA Jonathan Schmidgall, Educational Testing Service, USA Yuan Wang, Educational Testing Service, USA David D. Qian, The Hong Kong Polytechnic University Qiuxian Chen, Shanxi University, China Lyn May, Queensland University of Technology, Australia Ying Zheng, University of Southampton, UK Shwu-wen Lin, National Taipei University of Nursing and Health Sciences, Taiwan Xiangdong Gu, Chongqing University, China Nick Saville, Cambridge English Language Assessment, UK

Inhalt

Foreword; Cyril Weir

1. Assessing Chinese learners of English - the language constructs, consequences and conundrums: An Introduction; Guoxing Yu and Yan JIN
2. Implementing a learning-oriented approach within English Language assessment in Hong Kong schools: practices, issues and complexities; Liz Hamp-Lyons
3. Contriving authentic interaction: Task implementation and engagement in school-based peer group speaking assessment in Hong Kong; Daniel M. K. Lam
4. The impact of test mode on the use of communication strategies in the paired discussion task; Yan Jin and Lin Zhang
5. Fact-to-face interaction in a speaking test: A corpus-based study of Chinese learners' basic spoken vocabulary; Shasha Xu
6. Features of formulaic language used by Chinese EFL learners in their performance in a story-retelling assessment task; Lei Wang and Chan Chen
7. Assessing incidental vocabulary learning by Chinese EFL learners; Chanchan Tang and Jeanine Treffers-Daller
8. Chinese users' reactions to automated scoring of speech and validity implications; Xiaoming Xi, Jonathan Schmidgall and Yuan Wang
9. Project-based group assessment in the second language classroom: Understanding university students' perceptions; David Qian
10. The Chinese students' response to an assessment policy change: A case study; Qiuxian Chen and Lyn May
11. Students' voices: What factors influence their English learning and test performance?; Ying Zheng
12. Standard English or Chinese English? Native and non-native English teachers' perceptions; Ying Zhang
13. The power of the General English Proficiency Test on the Taiwanese society and its tertiary English education; Shwu-wen Lin
14. Twenty years of Cambridge English in China: Investigating the impact; Xiangdong Gu and Nick Saville