ABSTRACT
This chapter reviews research studies on the acquisition of Chinese L2 speaking ability and the assessment of this ability. The key concepts related to Chinese L2 speaking, Chinese L2 speaking constructs and measures are reviewed in both theoretical and practical contexts. The core research issues and findings arising from Chinese L2 speaking acquisition studies are presented in four major themes: developmental path, individual differences, instructional factors, and cross-modality effects. The research issues examined in Chinese L2 speaking assessment studies are discussedin the four facets of test method validation, test construct validation, test design, and rating effects. The research approaches employed in the studies, including their epistemologies, study design, and data collection and analysis, are also elaborated. Implications for future research and pedagogy are provided.
