Chinese as a Second Language Assessment

Chin-Hsi Lin, Dongbo Zhang

  • Springer

  • Date de publication : 2017-04-12

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This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers’ assessment competence. It goes beyond the psychometric testing of Chinese and provides cutting-edge examinations of the interfaces of assessment with sociology of language, acquisition, pedagogy, and modern technologies, as well as teacher education. Given its unique features and broad range of topics, the book offers an intriguing and valuable resource, not only for scholars and researchers but also teacher educators and assessment practitioners who are directly or indirectly involved in CSL assessment.

Détails
Auteur
Chin-Hsi  Lin , Dongbo  Zhang
Marque
Springer
Collection
n.c
Parution
2017-04-12
Pages
293 pages
EAN papier
9789811040870
Langue
Anglais
Informations ebook
EAN PDF
9789811040894
Prix
158,24 €
En savoir plus
Nb pages copiables 2
Nb pages imprimables 29
Taille du fichier 6236 Ko
Ce livre est accessible aux handicaps   Informations sur l'accessibilité
EAN EPUB
9789811040894
Prix
158,24 €
En savoir plus
Nb pages copiables 2
Nb pages imprimables 29
Taille du fichier 840 Ko
Ce livre est accessible aux handicaps   Informations sur l'accessibilité
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Auteur(s) du livre


Defaut-Illustration Chin-Hsi Lin
Defaut-Illustration Dongbo Zhang
Dongbo Zhang and Chin-Hsi Lin both have extensive experience teaching Chinese as a Second Language and studying CSL learning, instruction, and assessment. They have also been actively involved in Chinese teacher preparation and conducted workshops for K-16 Chinese teachers where assessment of Chinese has often been highlighted. As scholars of CSL education, former Chinese teachers and now Chinese teacher educators, they have recognized the fact that CLS assessment remains an under-researched area despite the rapid development of CSL research, which tends to focus largely on issues of Chinese pedagogy and acquisition. The current work is an attempt to remedy this imbalance and advance the field of CSL assessment.
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