Chinese Language Teaching Methodology and Technology

Author Name in Chinese


Author Affiliation

University of Northern Colorado

English Abstract

With a growing number of foreign language studies on proficiency outcomes, it is imperative to address the challenge of measuring students’ proficiency development in a language program where standardized proficiency testing is not readily available. This article reports administering a Chinese elicited imitation test (EIT) by an instructor to track students’ global oral proficiency development in a small language program in a mid-size U.S. public university. The test results from the EIT of second language (L2) Chinese suggest that this tool can provide the instructor with valuable insights into students’ oral proficiency. This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment. The hope is that this research encourages language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on, improve, and guide their instructional practices.

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