Assessing the English language writing of Chinese learners of English / Liz Hamp-Lyons, Yan Jin, editors.
Hamp-Lyons, Liz, editor.; Jin, Yan, 1965- editor.
2022
PE1068.C5 A87 2022
Available Online

Linked e-resources

Linked Resource Online Access
Concurrent users Unlimited
Authorized users Authorized users
Document Delivery Supplied Can lend chapters, not whole ebooks

Details

Title Assessing the English language writing of Chinese learners of English / Liz Hamp-Lyons, Yan Jin, editors.
ISBN 3030927628 electronic book
9783030927622 (electronic bk.)
303092761X
9783030927615
DOI https://doi.org/10.1007/978-3-030-92762-2
Published Cham, Switzerland : Springer, [2022]
Language English
Description 1 online resource
Item Number 10.1007/978-3-030-92762-2 doi
Call Number PE1068.C5 A87 2022
Dewey Decimal Classification 428.0071051
Summary This 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.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based upon online resource; title from PDF title page (viewed June 13, 2022).
Added Author Hamp-Lyons, Liz, editor.
Jin, Yan, 1965- editor.
Available in Other Form Print version: 9783030927615
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
All Resources
Part 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.

Browse Subjects

Show more subjects...

Statistics

from
to
Export