Aligning China's Standards of English Language Ability with the Common European Framework of Reference for Languages

Autor/inn/en	Peng, Chuan; Liu, Jianda; Cai, Hongwen
Titel	Aligning China's Standards of English Language Ability with the Common European Framework of Reference for Languages
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 6, S.667-677 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peng, Chuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00617-2
Schlagwörter	Foreign Countries; Second Language Learning; Language Proficiency; English (Second Language); Educational Assessment; Language Tests; Academic Standards; Alignment (Education); China; Europe + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Education; assessment; Bewertungssystem; Language test; Sprachtest; Europa
Abstract	In the field of second language assessment, there is limited empirical research on the alignment of different language proficiency standards. This study aims to establish level correspondences for overall language proficiency between China's Standards of English Language Ability (CSE) and the Common European Framework of Reference for Languages (CEFR). All 467 CEFR descriptors and 104 CSE anchor descriptors were used in 15 questionnaires. Approximately 5441 teacher ratings and 23,260 student ratings were collected and analysed by Rasch analysis, fixed common item equating, and statistical comparison. The results show that CSE descriptors of a certain level tend to scatter at several adjacent CEFR levels, one of which is relatively predominant. CSE level 1 corresponds mainly to the CEFR below A1 level, level 2 to A1, level 3 to A2, level 4 and level 5 to B1, level 6 to B2, level 7 to B2 and C1, level 8 to C1 and C2, and level 9 to C2. This study enriches the literature on alignment between standards. It has implications for language teaching, learning, and assessment for different stakeholders in China and abroad. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01