Chapter 1 Introduction 1
1.1 Background of the Research 1
1.1.1 English for International Business Context 2
1.1.1.1 A Sub-discipline in ESP Family 2
1.1.1.2 Characteristics of EIB Curriculum 3
1.1.1.3 Background of EIB Context 6
1.1.2 Performance Assessment 8
1.1.3 Teachers'SLA Approaches 10
1.2 Research Purposes 11
1.3 Research Questions 12
Chapter 2 Performance Assessment 13
2.1 Defining Performance Assessment 13
2.1.1 Performance 14
2.1.2 Authenticity 15
2.1.3 Interaction 15
2.2 Types of Performance Assessment 16
2.3 Design of Performance Assessment 17
2.3.1 Brualdi's Description 17
2.3.2 Clementi's Backward Design 19
2.3.3 Herman,Aschbacher＆Winters'Checklist 20
2.4 Considerations for Using Performance Assessment 21
2.4.1 Characteristics of Performance Assessment 21
2.4.1.1 Using Rubrics 21
2.4.1.2 Teachers'Participation 22
2.4.1.3 Being costly 22
2.4.2 The Advantages and Disadvantages of Using Performance Assessment 22
2.4.2.1 Advantages 22
2.4.2.2 Disadvantages 23
2.4.3 Validity and Reliability of Performance Assessment 23
2.4.4 Quality Standards for Performance Assessment 25
2.5 Summary 26
Chapter 3 Second Language Acquisition 28
3.1 Introduction 28
3.2 Nativist Approach 31
3.2.1 The Universal Grammar Model(Chomsky,1981) 31
3.2.2 Krashen's Monitor Theory(Krashen,1982) 32
3.3 Environmentalist Approach 34
3.3.1 Parallel Distributed Processing(PDP)Model 35
3.3.2 Acculturation Model 36
3.4 Interactionist Approach 37
3.4.1 The Interlanguage Theories 37
3.4.2 The Multidimensional Model 38
3.4.3 Conclusion 39
3.5 Teachers'Approaches to SLA and Their PA Practice 43
3.6 Summary 47
Chapter 4 Research Methodology 48
4.1 Research Questions and Conceptual Framework of the Research 48
4.1.1 Research Questions 48
4.1.2 The Conceptual Framework 48
4.2 Operational Definitions of the Key Concepts 51
4.2.1 Teachers'Approaches to SLA 51
4.2.2 Teachers'Performance Assessment Practices 51
4.2.3 EIB Programme Context 52
4.3 Research Design-Qualitative Case Studies 52
4.4 Participants 54
4.5 Instrumentation 55
4.5.1 Documents 55
4.5.2 Design of the Interview Protocols 56
4.5.3 Design of the Classroom Observation Forms 57
4.6 Data Collection Procedures 58
4.6.1 Preliminary Study 58
4.6.1.1 Documentary Study 58
4.6.1.2 Interview One 58
4.6.1.3 Semi-structured Interviews 59
4.6.2 Main Field Study 59
4.6.2.1 Phase Ⅰ—Teachers'Approaches to SLA in Classroom 59
4.6.2.2 Phase Ⅱ—Performance Assessment(Classroom Observation+In-depth Interviews) 60
4.6.3 Data Supplementary Period 60
4.7 Data Analysis 60
4.8 Other Methodological Issues 62
4.8.1 Research Trustworthiness 62
4.8.2 Research Ethics 63
4.8.3 Research Schedule 63
4.9 Conclusion 64
Chapter 5 Teachers'Approaches to SLA 65
5.1 Teachers with Environmentalist Approach to SLA 65
5.1.1 Teachers'Attitudes towards Learning Environment 66
5.1.1.1 Target Language Environment Benefits Language Learning 66
5.1.1.2 Classroom as the Only Language Environment to which Students can Get Access to 66
5.1.2 Teachers'Attitudes towards Imitation 67
5.1.2.1 Language Learning Starts from Imitation 67
5.1.2.2 Factors that Influence the Results of Language Imitation 67
5.1.3 Teachers'Attitudes towards Grammar,Vocabulary or Structure 68
5.1.3.1 Teaching Grammar and Vocabulary as Teachers'Responsibility 68
5.1.3.2 Varied Opinions about the Sequence of Grammar Teaching 68
5.1.3.3 Emphasis on Grammar and Vocabulary in Assessment 69
5.1.4 Teachers'Attitudes towards Learners'Error Correction 69
5.1.4.1 Students'Errors must be Corrected 69
5.1.4.2 Students often Made Errors in Grammar and Vocabulary 70
5.1.4.3 Don't Let Errors Become Bad Habits 70
5.1.4.4 Interference of Mother Tongue 71
5.1.5 Teachers'Attitudes towards Communication 71
5.1.5.1 Communication as a Way Leading to Language Imitation 71
5.1.5.2 Students can Learn both Traits and Flaws from Each Other in Communication 72
5.1.5.3 Communication as a Requisite in Performance Assessment Criteria 72
5.1.6 Teachers'Attitudes towards Teaching Materials 72
5.1.6.1 Teaching Material should be Comprehensible and Challenging to Students 72
5.1.6.2 Dissatisfaction with the Current Teaching Materials 73
5.1.6.3 Relevant to Real Second Language Environment 73
5.1.7 Teachers'Attitudes towards Learners'Differences 73
5.1.7.1 Big Gap between Regular and Society Students 73
5.1.7.2 Learners'Differences in IQ 74
5.1.7.3 Strategies to Cope with Learners'Differences 74
5.1.7.4 Consideration of Learners'Differences in Assessment 74
5.1.8 Teachers'Attitudes towards Learning Outcomes 74
5.1.8.1 Learn what are Useful and Use what are Learnt 74
5.1.8.2 Content-oriented Learning Outcomes 75
5.1.8.3 Language-oriented Learning Outcomes 75
5.1.9 Teachers'Attitudes Towards Relationship Between Age and Success in SLA—Contradictory Opinions 75
5.2 Teachers with Nativist Approach to SLA 76
5.2.1 Teachers'Attitudes towards Learning Environment 77
5.2.1.1 Second Language Immersion will Hinder the Acquisition of Children's First Language 77
5.2.1.2 English-only Environment is Suitable for Adult Language Learners 77
5.2.2 Teachers'Attitudes towards Error Correction 78
5.2.2.1 Corrective Feedbacks are not always Necessary 78
5.2.2.2 First Language can Promote SLA 79
5.2.3 Teachers'Attitudes towards Grammar,Vocabulary and Structures 80
5.2.3.1 Existence of Deep Grammar and Structures 80
5.2.4 Teachers'Attitudes towards Communication 81
5.2.4.1 Communication Among Students will Benefit their Second Language Learning 81
5.2.4.2 Communication is the Purpose of Second Language Learning 81
5.2.4.3 Communication is the Process of Second Language Learning 81
5.2.4.4 Communication must be Two-way 82
5.2.5 Teachers'Attitudes towards Teaching Materials 82
5.2.5.1 Materials should be Authentic and Meaningful 82
5.2.5.2 Materials should be Comprehensible 82
5.2.5.3 New Knowledge in Materials is Required 83
5.2.6 Teachers'Attitudes towards Learners'Differences 83
5.2.6.1 Intelligence will Facilitate SLA 83
5.2.6.2 Differences among Regular and Society Students 83
5.2.6.3 Diligent Working Makes the Difference 85
5.2.7 Teachers'Attitudes towards Learning Outcomes 85
5.2.7.1 Skill-oriented 85
5.2.7.2 Communication as One of the Learning Outcomes 86
5.2.7.3 The Achievement of Learning Outcomes is within the Control of Students Themselves 86
5.2.8 Teachers'Attitudes towards Imitation 86
5.2.8.1 Intnnsic Iinguistic Mechanism Outdoes Imitation in SLA 87
5.2.8.2 Imitation can Help with the Fluency of Second Language 87
5.2.9 Teachers'Attitudes towards Relationship between Age and Success in SLA 87
5.3 Teachers with Interactionist Approach to SLA 88
5.3.1 Teacher's Attitudes towards Communication 89
5.3.1.1 Students do Learn a Lot from Communication among Themselves 89
5.3.1.2 Teacher-student Interaction can also Benefit Students'SLA 90
5.3.2 Teachers'Attitudes towards Grammar,Vocabulary and Structures 90
5.3.2.1 Sequence of Grammar Teaching 90
5.3.2.2 Trust in Learners'Capability to Induce Grammatical Rules 91
5.3.2.3 Teaching New Grammars in Textbooks 91
5.3.2.4 Grammar is not the Major Concern 92
5.3.3 Teachers'Attitudes towards Error Correction 92
5.3.3.1 When Students'Errors Need to be Corrected 92
5.3.3.2 Influence of First Language 94
5.3.3.3 Errors Students usually Make 94
5.3.3.4 Concern about Students'Emotion 94
5.3.4 Teachers'Attitudes towards Learner Differences 95
5.3.4.1 Bigger Gaps in Society Students'English Comprehension Ability 95
5.3.4.2 Learner Differences in IQ 95
5.3.4.3 Motivation Differs 95
5.3.5 Teachers'Attitudes towards Learning Environment 96
5.3.5.1 Suitable Learning Environment is very Important in SLA 96
5.3.5.2 Students are in a Chinese-mainly outside Environment 96
5.3.6 Teachers'Attitudes towards Learning Outcomes 97
5.3.7 Teachers'Attitudes towards Teaching Materials 97
5.3.8 Teachers'Attitudes towards Imitation 98
5.3.9 Teachers'Attitudes towards Relationship between Age and Success in SLA 98
5.4 Conclusion and Discussion 99
Chapter 6 Teachers'PA Practices 107
6.1 Performance Assessment Practices of Environmentalist Teachers 107
6.1.1 Outcomes to be Measured in PA 107
6.1.1.1 Outcomes Intended for Students 107
6.1.1.2 Eligible Content/Topics—Optional Topics 109
6.1.1.3 Nature and Format 109
6.1.2 Assessment Administration Process 110
6.1.2.1 Group Work or Individual Work 110
6.1.2.2 Materials,Equipment and Resources—Abundant Information 111
6.1.2.3 Administrative Constraints 111
6.1.2.4 Time 111
6.1.2.5 Help Allowed—Error Correction 112
6.1.3 Actual Question,Problem,Prompt 112
6.1.3.1 The Order of Tasks 112
6.1.3.2 Options Available 113
6.1.3.3 Directions 114
6.1.3.4 Feedback to Students 115
6.1.4 Scoring 116
6.1.4.1 Scoring Scheme 116
6.1.4.2 Scoring Procedure—Presentation Evaluation Forms(Teacher E＆F) 118
6.1.4.3 Usage of Scores 125
6.2 Performance Assessment Practices of Nativist Teachers 126
6.2.1 Outcomes to be Measured in PA 126
6.2.1.1 Outcomes Intended for Students 126
6.2.1.2 Eligible Content/Topics 127
6.2.1.3 Nature and Format 127
6.2.2 Assessment Administration Process 128
6.2.2.1 Group Work or Individual Work 128
6.2.2.2 Materials,Equipment and Resources-abundant and Authentic Input 129
6.2.2.3 Administrative Constraints-Learner Differences between Regular and Societv Students can't be Taken into Account 129
6.2.2.4 Time 129
6.2.2.5 Help Allowed 130
6.2.3 Actual Question,Problem,Prompt 131
6.2.3.1 The Order of Tasks 131
6.2.3.2 Options Available 131
6.2.3.3 Directions 131
6.2.3.4 Feedback to Students 133
6.2.4 Scoring 134
6.2.4.1 Scoring Scheme 134
6.2.4.2 Scoring Procedure 139
6.2.4.3 Usage of Scores 150
6.3 Performance Assessment Practices of Interactionist Teachers 151
6.3.1 Outcomes to be Measured in PA 151
6.3.1.1 Outcomes Intended for Students 151
6.3.1.2 Eligible Content/Topics 152
6.3.1.3 Nature and Format 152
6.3.2 Assessment Administration Process 153
6.3.2.1 Group Work or Individual Work 153
6.3.2.2 Materials,Equipment and Resources—more Directive Information 153
6.3.2.3 Administrative Constraints 154
6.3.2.4 Time 154
6.3.2.5 Help Allowed 154
6.3.3 Actual Question,Problem,Prompt 155
6.3.3.1 The Order of Tasks 155
6.3.3.2 Options Available 156
6.3.3.3 Directions 156
6.3.3.4 Feedback to Students 156
6.3.4 Scoring 157
6.3.4.1 Scoring Scheme 157
6.3.4.2 Scoring Procedure 159
6.3.4.3 Usage of Scores-to Improve Future Teaching Practice in Terms of Teaching Content and Method 170
6.4 Conclusion and Discussion 170
6.4.1 Environmentalist Teachers'Performance Assessment Practices 170
6.4.2 Nativist Teachers'Performance Assessment Practices 173
6.4.3 Interactionist Teachers'Performance Assessment Practices 175
6.4.4 Comprehensive Analysis of Six Teachers'PA Practices in EIB Programme 177
Chapter 7 The Relationship between Teachers'PA Practices and SLA Approaches7.1 Relationship among Environmentalist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context 184
7.1.1 Teachers'Environmentalist Approach Embodied in'Outcomes to be Measured in PA' 184
7.1.2 Teachers'Environmentalist Approach Embodied in'Assessment Administration Process' 184
7.1.3 Teachers'Environmentalist Approach Embodied in'Actual Question,Problem,Prompt' 185
7.1.4 Teachers'Environmentalist Approach Embodied in'Scoring' 185
7.2 Relationship among Nativist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context 186
7.2.1 Teachers'Nativist Approach Embodied in'Outcomes to be measured in PA' 186
7.2.2 Teachers'Nativist Approach Embodied in'Assessment Administration Process' 190
7.2.3 Teachers'Nativist Approach Embodied in'Actual Question,Problem,Prompt' 191
7.2.4 Teachers'Nativist Approach Embodied in'Scoring' 191
7.3 Relationship among Interactionist Teachers'PA Practices,their SLA Approach and other Factors in EIB Context 192
7.3.1 Teachers'Interactionist Approach Embodied in'Outcomes to be Measured in PA' 192
7.3.2 Teachers'Interactionist Approach Embodied in'Assessment administration Process' 197
7.3.3 Teachers'Interactionist Approach Embodied in'Actual Question,Problem,Prompt' 197
7.3.4 Teachers'Interactionist Approach Embodied in'Scoring' 198
7.4 Conclusion and Discussion 199
7.4.1 Cross-pattern Analysis 199
7.4.2 The Greatest Influential Factor—Teachers'SLA Approaches 206
7.4.3 The Influence of EIB Programme Context 207
7.4.4 The Characteristics of Environmentalist,Nativist and Interactionist Teachers'Patterns 207
7.4.4.1 Environmentalist Teachers Highly Appraise the Function of Imitation in PA 208
7.4.4.2 Environmentalist Teachers are Active in Error Correction in PA 208
7.4.4.3 Nativist Teachers'Attitudes towards'Communication'and'Outcomes'Influence their PA Practices a lot 209
7.4.4.4 Interactionist Teachers'PA Practices are fully Affected by their Understanding of'Communication' 209
7.4.4.5 Teachers'SLA Approaches in Terms of'Learning Outcomes'and'Teaching materials'are Leading Influential Perceptions in their Performance Assessment Practices 210
7.4.4.6 Teachers'Attitudes towards'Learning Environment'and'Learners'Age and Success in SLA'Contributeless to their Performance Assessment Practices 210
Chapter 8 Discussion and Conclusion 211
8.1 Summary of the Research Findings 211
8.1.1 Towards a Descriptive Model of Performance Assessment 211
8.1.2 The Influence of Teachers'SLA Approaches on their PA Practices 211
8.1.3 Relationship Patterns among Teachers'PA Practices,their SLA Approaches and other Factors in EIB Programme Context 213
8.1.4 The Influence of EIB Context Factors on Teachers'PA Practices 213
8.2 Discussion—Refining the Conceptual Framework 214
8.2.1 Nine Aspects in Teachers'Approaches to SLA 214
8.2.2 The Descriptive Model of Teachers'PA Practices 215
8.2.3 Refining the Conceptual Framework—Adding the Influence of EIB Programme Context in the Framework 216
8.3 Research Significance 217
8.3.1 Pedagogical Significance 218
8.3.2 Theoretical Significance 219
8.4 Research Limitation and Suggestions for Further Research 221
References 223
Appendix 1：Teachers'Approaches to SLA 236
Appendix 2：Performance Assessment Classroom Observation Form 237
Appendix 3：Presentation Evaluation Form 238
Appendix 4：Peer Evaluation Form for Exhibition(Teacher D) 239
Appendix 5：Possible Interview Questions for International Day(Teacher D) 240
Appendix 6：Sample Letters(Teacher D) 241
Appendix 7：Tutor Evaluation Criteria for Culture Exhibition Assessment 242
Appendix 8：Teachers'Feedback Form in Two Consultations(Regular Students—Teacher D) 244
Appendix 9：Teachers'Feedback Form in Two ConsuItations(Society students—Teacher D) 246
Appendix 10：Presentation Assessment Criteria(Teacher A) 248
List of Figures 249
List of Tables 250