Abstract
It is generally accepted that in language acquisition, there are stages of development identifiable in terms of levels of language performance, and that the stages go alongside the education system, particularly at critical points such as Primary 6 and Secondary 5, where students are expected to have reached certain levels of language performance as one of the markers of their education. This paper attempts to infer some common issues of the expected standards from limited sources of research findings concerning the levels of Primary 6 and Secondary 5.
| Keywords: | primary six; secondary five; student Chinese standards |
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