3.9.1 Sprachstandsmessungen Chinesisch

3.9.1 Sprachstandsmessungen Chinesisch

  • Chang, Tao-Hsing; Sung Yao-Ting (2019): Automated Chinese Essay Scoring Based on Multilevel Linguistic Features. In: Xiaofei Lu und Berlin Chen (Hg.): Computational and Corpus Approaches to Chinese Language Learning. Singapore: Springer Singapore (Chinese Language Learning Sciences), S. 253–269.
  • European Benchmarking Chinese Language Project Team (2012): Can-do Statements at Levels A1-A2+, including Reception Spoken / Production Spoken / Interaction Spoken / Graphemic Control / Reception Written / Production Written / Interaction Written / Communication Strategies. Brüssel.
  • Fachverband Chinesisch (2008): Empfehlungen des Fachverbands Chinesisch e.V. zum Anforderungsniveau für Abiturprüfungen im Fach Chinesisch Gk (n). Hg. v. Fachverband Chinesisch. Online verfügbar unter http://www.fachverband-chinesisch.de/sites/default/files/ueberarbfachverbvorgaben0808.pdf, zuletzt geprüft am 06.05.2013.
  • Gu, Zheng; Teng, Yanjiang; Yang, Xuexue; Zhang, Dongbo (2019): K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language: Routledge, S. 239–258.
  • Guder, Andreas; Fachverband Chinesisch (Hg.) (2015): European Benchmarks for the Chinese Language (EBCL) / Europäischer Referenzrahmen für Chinesisch als Fremdsprache. English-German edition of the project “European Benchmarks for the Chinese Language (EBCL)” Levels A1.1 / A1 / A1+ / A2 / A2+. CHUN Special Edition 2015. CHUN – Chinesischunterricht. München: iudicum.
  • Ke, C. (2006): A model of formative task-based language assessment for Chinese as a foreign language. In: Language Assessment Quarterly 3 (2), S. 207–227.
  • Kondo-Brown, Kimi; Dean Brown, James (Hg.) (2017): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge. Online verfügbar unter https://www.taylorfrancis.com/books/e/9781315087443.
  • Li, Liu (2017): Can Grammatical Knowledge Predict Chinese Proficiency? In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 141–156.
  • Li, Shuai; Feng, Yali; Wen, Ting (2019): Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language: Routledge, S. 211–236.
  • Li, Shuai; Wang, Jing (2017): Diagnostic Assessment of L2 Chinese Learners’ Reading Comprehension Ability. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 183–202.
  • Liao, Jianling (2018): Acquisition and assessment of L2 Chinese speaking. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 234–260.
  • Liu, Weijian (2010): Abiturprüfungen im Fach Chinesisch. Konzeption und Entwicklung am Beispiel von Berliner Oberschulen. In: CHUN – Chinesischunterricht 25, S. 165–171.
  • Lu, Yang (Hg.) (2017): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge. Online verfügbar unter http://ebookcentral.proquest.com/lib/gbv/detail.action?docID=4813436.
  • Lu, Yang; Song, Lianyi (2017): European benchmarking Chinese language. Defining the competences in the written language. In: Yang Lu (Hg.): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge, S. 13–34.
  • Lutz, Marion (1995): Einige Bemerkungen zum flüssigen Ausdrucksvermögen von Lernern der chinesischen Sprache als Kriterium bei der Leistungsbewertung. In: CHUN – Chinesischunterricht
  • Mao Shizhen (2002): Duiwai Hanyu jiaoxue yuyin ceshi yanjiu 对外汉语教学语音测试研究. Beijing: Zhongguo shehui kexue chubanshe 中国社会科学出版社.
  • Meyer, Florian (2009): Was ist Chinesischkompetenz? Standardisierte Chinesischprüfungen und Untersuchungen zur Sprachstandmessung. In: CHUN – Chinesischunterricht
  • Mohan, B.; Huang, J. (2002): Assessing the Integration of Language and Content in a Mandarin as a Foreign Language Classroom. In: Linguistics and Education 3 (13), S. 405–434.
  • Rupp, André (2008): Current issues in second language assessment: lessons from large-scale contexts about bridging theoretical desiderata and practical resource constraints. In: Patricia A. Duff und P. Lester (Hg.): Issues in Chinese Language Education and Teacher Development. University of British Columbia, S. 103–153.
  • Shang, Guowen; Zhao, Shouhui (2017): What Standard and Whose Standard: Issues in the Development of Chinese Proficiency Descriptors in Singapore. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 159–181.
  • Shi, Lijing (2017): The impact of an online grammar self-assessment system on CFL learners and teachers. In: Yang Lu (Hg.): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge, S. 177–197.
  • Sun, Xiaoxi; Fan, Jinghua; Chin, Chee-Kuen (2017): Developing a Speaking Diagnostic Tool for Teachers to Differentiate Instruction for Young Learners of Chinese. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 249–270.
  • Xu, P.; Jen, T. (2005): “Penless” Chinese language testing. In: Journal of the Chinese Language Teachers Association 40 (2), S. 25–42.
  • Zhang, Dongbo (2017): Developments in Research on Testing Chinese as a Second Language. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 67–87.
  • Zhang, Dongbo; Lin, Chin-Hsi (Hg.) (2017): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences).
  • Zhang, Dongbo; Yang, Xuexue; Lin, Chin-Hsi; Gu, Zheng (2017): Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 115–140.
  • Zhang, Kai (2002): 标准参照测验理论研究. Study on criterion-refrenced measurement. biaozhun canzhao ceshi lilun yanjiu. Beijing: Beijing yuyan wenhua daxue chubanshe 北京语言文化大学出版社.
  • Zhang, Kai (2002): 语言测验理论与实践. yuyan ceyan lilun yu shijian. Beijing: Beijing yuyan wenhua daxue chubanshe 北京语言文化大学出版社.
  • Zhang Kai (Hg.) (2006): yuyan ceshi lilun ji hanyu ceshi yanjiu 语言测试理论及汉语测试研究. Beijing: Shangwu yinshuguan.
  • Zhu, Yu; Fung, Shui-Lung; Tse, Shek-Kam; Hsieh, Chi-Yi (2017): Exploring the Relationship Between Raters’ Personality Traits and Rating Severity in Writing Assessment of Chinese as a Second Language: A Pilot Study. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 203–223.