By Guoxing Yu, Yan Jin
This quantity gathers researchers from around the globe endeavouring to higher comprehend a couple of perennial concerns in assessing chinese language inexperienced persons of English, overlaying themes comparable to scholars' attempt performances, interactional competence and lexical wisdom, scholars' motivation, lecturers' attitudes and overview coverage alterations.
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Additional resources for Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums
In Chapter 12, Zhang investigated teachers’ attitudes towards Standard English and Chinese English. The sample of her survey included 20 native English-speaking teachers (ten teaching English as a second language or a language-related subject in Australia; and the other ten working in Chinese universities but originally coming from USA, New Zealand or Canada) and 20 Chinese teachers of English in universities. All the teachers in the study had exposure to Chinese English. It was found that the two groups of teachers were generally in good agreement about the ownership of English and the definitions of the native speakers of English.
From testing to productive student learning. New York: Routledge. Chan, C. & Bray, M. (2014). Marketized private tutoring as a supplement to regular schooling: Liberal Studies and the shadow sector in Hong Kong secondary education. Journal of Curriculum Studies, 46 (3), 361–388. Chen, Q. & Klenowski, V. (2009). Assessment and curriculum reform in China: the College English test and tertiary English as a foreign language education. In: Proceedings of the 2008 AARE International Education Conference, 30 November–4 December 2008, Queensland University of Technology, Brisbane.
Two issues in particular have remained problematic throughout the nearly ten years of this initiative. 1 Planning time A key issue that arose with the GI was the question of planning: should students be allowed to prepare? Should they have specific planning time in their groups, and if so, how much? This is proving to be a complex question not only for SBA but in language learning as a whole. g. Skehan & Foster 1997; Yuan & Ellis 2003), but more recently evidence is suggesting that planning is beneficial only in quite specific conditions, and that too much planning time can be counter-productive to success.