By Lin, Weiran
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Davison (2007) shows an exemplar IP task taken from the early stages of the materials development. The GI task is more complex, as described by Gan, Davison and Hamp-Lyons (2009), being a dialogue or exchange of short turns between two or more speakers. Turns are expected to be comparatively short and quite informal. A student taking part in a GI needs to attend to turn-taking skills, and to be able to initiate, maintain and control the interaction through suggestions, questions and expansion of ideas.
However, the influence of GEPT in local universities was much reinforced by the implementation of the exit requirement and the importance that the general public attached to GEPT because it is arguably the best-known test in the society. In Chapter 14, Gu and Saville briefly reviewed Cambridge English examinations in China in the last two decades, and looked at the notion of impact in the Chinese context and the effects and consequences that Cambridge English examinations exerted on English language teaching and learning in China.
Wang, L. (2008). Education inequality in China: Problems of policies on access to higher education. Journal of Asian Public Policy, 1(1), 115–123. , & Jin, Y. (2014). English language assessment in China: Policies, practices and impacts. Assessment in Education: Principles, Policy & Practice, 21(3), 245–250. 1 Background: educational and assessment innovation in Hong Kong It is becoming increasingly well understood that every educational innovation thrives or flounders within a social-political ideological context (Henrichsen 1989; Kellaghan & Greaney 1992; Wall 2005).