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- W2097289587 abstract "Chinese is taught as a first language in China and as a second or foreign language both in and outside China. As L1 in mainland China, Chinese is a compulsory course for all throughout primary and secondary education, and a core course at college. Teaching objectives include knowledge of the linguistic system and Chinese literature, ability to use the language to communicate, and capacity to think logically and critically. To reflect these objectives, large‐scale tests of Chinese and formative assessments in schools measure linguistic and cultural knowledge and reading and writing skills which give a demonstration of analytical skills and creativity. The most important Chinese test in mainland China is the University Entrance Chinese Test (UECT). As a second or foreign language, teaching objectives vary according to learners' needs and their learning contexts. However, the main objective is still the ability to communicate in Chinese. To assess this ability, the Hanyu Shuiping Kaoshi (HSK), a proficiency test of Mandarin Chinese, is designed and administered in China and many other countries for L2 learners of Chinese. The assessment methods of most Chinese tests include more indirect methods such as multiple choice and true–false items, as well as more direct methods like writing and speaking. As assessment results are sometimes used to make important decisions, as in the case of UECT and HSK, washback (influence on teaching and learning) has been observed in teaching Chinese both as L1 and as L2." @default.
- W2097289587 created "2016-06-24" @default.
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- W2097289587 date "2013-11-11" @default.
- W2097289587 modified "2023-10-16" @default.
- W2097289587 title "Assessing Mandarin Chinese" @default.
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- W2097289587 doi "https://doi.org/10.1002/9781118411360.wbcla045" @default.
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