Assessing Learners' Competence in L2 Chinese ????????
-10%
portes grátis
Assessing Learners' Competence in L2 Chinese ????????
Lu, Yang
Taylor & Francis Ltd
12/2022
226
Dura
Inglês
9781138052192
15 a 20 dias
590
Descrição não disponível.
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Chinese;learners;competence;L2 Chinese;assessing;exams;classroom
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
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
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
