001447217 000__ 05650cam\a2200505Ii\4500
001447217 001__ 1447217
001447217 003__ OCoLC
001447217 005__ 20230310004107.0
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001447217 007__ cr\un\nnnunnun
001447217 008__ 220604s2022\\\\sz\\\\\\ob\\\\001\0\eng\d
001447217 020__ $$a3030927628$$qelectronic book
001447217 020__ $$a9783030927622$$q(electronic bk.)
001447217 020__ $$z303092761X
001447217 020__ $$z9783030927615
001447217 0247_ $$a10.1007/978-3-030-92762-2$$2doi
001447217 035__ $$aSP(OCoLC)1323245790
001447217 040__ $$aYDX$$beng$$erda$$cYDX$$dYDX$$dGW5XE$$dN$T$$dEBLCP$$dOCLCF$$dUKAHL$$dOCLCQ
001447217 049__ $$aISEA
001447217 050_4 $$aPE1068.C5$$bA87 2022
001447217 08204 $$a428.0071051$$223/eng/20220613
001447217 24500 $$aAssessing the English language writing of Chinese learners of English /$$cLiz Hamp-Lyons, Yan Jin, editors.
001447217 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2022]
001447217 300__ $$a1 online resource
001447217 336__ $$atext$$btxt$$2rdacontent
001447217 337__ $$acomputer$$bc$$2rdamedia
001447217 338__ $$aonline resource$$bcr$$2rdacarrier
001447217 504__ $$aIncludes bibliographical references and index.
001447217 5050_ $$aPart I: Investigating Present Practice -- Introduction -- Rating scale impact on the CET-4 Writing: Amixed-methods study; S. Zou -- The writing performance of Chinese test takers in PTE-Academic; Y. Chen -- To whom do I write? Chinese EFL test-takers conceptualization and construction of their audience in the Aptis writing test; Y. Chen and X. Guan -- Strategy use and performance on writing for the GEPT; N. Li -- Validating a curriculum-based rating scale for a university-based writing assessment: The RUC-TWPE experience; L. Lium, L. Tian and G. Jia -- Construct validation of an integrated listening-to-write task in a high-stakes English proficiency test: A multi-dimensional analysis of register variation; Y. Hao and J. J. Fan -- Part II: New Directions -- Introduction -- Theory-based approach to academic writing assessment: A conceptual framework for assessment design and development; C. G. Zhao -- A new agenda in writing assessment: Combining argumentative writing pedagogy with critical thinking cultivation; X. Tang and F. Liu -- Source material use across different types of integrated writing tasks by Chinese college EFL learners: A comparative study; Y. Zhou -- Factors impacting upon writing teachers feedback choices; J. Yang -- Error patterns of Secondary 3 students in Hong Kong; I. Lee -- Assessment training in the use of portfolios: Voices from writing teachers; R. Lam -- The validation of a business English writing proficiency scale for Chinese EFL learners; L. Wang -- Applying the writing sub-scales of the Chinas Standards of English Language Ability to writing assessments in China; M. Pan -- Conclusion.
001447217 506__ $$aAccess limited to authorized users.
001447217 520__ $$aThis book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at present. The second part of the book presents reports of work such as formative classroom-based assessment, feedback-based or feedback-led approaches, learning-oriented assessment, portfolios, as well as the important issue of teacher professional development in writing assessment. This two-part division relates to and reflects what has been happening in writing assessment internationally, in the UK from the 1940s, and in the US in the past 25 years. The use of English for international business communication, for international political negotiations and its rapidly increasing use as a medium of instruction in some subject areas has led to a rapid increase in the numbers of Chinese L1 speakers who are learning and being assessed in English. This is often done with an emphasis on reading and writing. The vast majority of assessments of English language writing are done through large-scale direct testing that uses simple prompts/tasks and short writing samples. This book explores best practices in assessing the writing in English of native speakers of Chinese. Assessing the English Language Writing of Chinese Learners of English edited by long-time experts Liz Hamp-Lyons and Yan Jin clearly demonstrates the authors collective years of writing and teaching about writing assessment. The books 13 chapters, written by recognized experts in assessment of Chinese speakers learning English, represent a wide array of important topics written in reader friendly language and offering evidence for pedagogical practices as well as high-stakes testing of writing. Teachers, researchers, administrators of writing programs in China, and test developers who seek counsel about this population need look no further than to add Assessing the English Language Writing of Chinese Learners of English to their reading list. Deborah Crusan, Wright State University, USA.
001447217 588__ $$aDescription based upon online resource; title from PDF title page (viewed June 13, 2022).
001447217 650_0 $$aEnglish language$$xStudy and teaching$$xChinese speakers.
001447217 650_0 $$aEnglish language$$xAbility testing.
001447217 650_0 $$aEnglish language$$xWritten English.
001447217 655_0 $$aElectronic books.
001447217 7001_ $$aHamp-Lyons, Liz,$$eeditor.
001447217 7001_ $$aJin, Yan,$$d1965-$$eeditor.
001447217 77608 $$iPrint version:$$z303092761X$$z9783030927615$$w(OCoLC)1285164003
001447217 852__ $$bebk
001447217 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-92762-2$$zOnline Access$$91397441.1
001447217 909CO $$ooai:library.usi.edu:1447217$$pGLOBAL_SET
001447217 980__ $$aBIB
001447217 980__ $$aEBOOK
001447217 982__ $$aEbook
001447217 983__ $$aOnline
001447217 994__ $$a92$$bISE