Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2014 | 5 | 35--43
Tytuł artykułu

An Overview of Dynamic Assessment in the Language Classroom : an Outlining Study

Treść / Zawartość
Warianty tytułu
Języki publikacji
The purpose of this paper is to outline the recent researches on Dynamic Assessment (DA) in second language learning classroom. As an approach to assessment and instruction, DA derived from Vygotsky's theory of Zone of Proximal Development (ZPD). In this outlining study the very recent researches, which were done in relation with DA and ZPD, have been investigated. This study includes six sections. Section one has focused on an introduction about the essence of DA and ZPD. Section two defines specifically about DA and how it is related to teaching. Section three focuses on the relationship between DA and ZPD. Section four indicates aspects of DA and its effect on Corrective Feedback. Section five is devoted to DA and its relations and differences with Formative Assessment. Finally, section six is all about the conclusion of these five mentioned sections. By analyzing and investigating the recent researches, this fact be confirmed that DA should be entered into L2 classrooms. (original abstract)
Słowa kluczowe
Opis fizyczny
  • Islamic Azad University, Ghorveh, Iran
  • Islamic Azad University, Ghorveh, Iran
  • [1] Ableeva R. (2008). The effects of dynamic assessment on L2 listening. In J.P. Lantolf and M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 57-86). London: Equinox.
  • [2] Carroll S., Swain M., Studies in Second Language Acquisition 15 (1993) 357-86.
  • [3] Davydov V.V. (2004). Problems of developmental instruction: A theoretical and experimental study. Translated by P. Moxhay. Moscow: Akademiya Press.
  • [4] Ellis R. (2008). The study of second language acquisition. 2nd edition. Oxford: Oxford University Press.
  • [5] R. L. Falik, Rand Y., Feuerstein R.S. (2003). Dynamic assessment of cognitive modifiability. Jerusalem: ICELP Press.
  • [6] Feuerstein R., Miller R., Rand Y., Jensen M. R., The Journal of Special Education 15 (1981) 201-19.
  • [7] Gass S. M., Mackey A. (2007). Input, interaction, and output in second language acquisition.
  • [8] Gibbons P., TESOL Quarterly 37 (2003) 247-73.
  • [9] Haywood H. C., Lidz C.S. (2007). Dynamic assessment in practice. Clinical and educational applications. New York: Cambridge University Press.
  • [10] Monirosadat Hosseini, et al., International Letters of Social and Humanistic Sciences 6 (2013) 1-12.
  • [11] Hussein Meihami, International Letters of Social and Humanistic Sciences 8 (2013) 8-23.
  • [12] Hussein Meihami, International Letters of Social and Humanistic Sciences 8 (2013) 24-33.
  • [13] Hussein Meihami, Bahram Meihami, Zeinab Varmaghani, International Letters of Social and Humanistic Sciences 8 (2013) 57-65.
  • [14] Kozulin A., Gindis B. (2007). Sociocultural theory and education of children with special needs: From defectology to remedial pedagogy. In H. Daniels, M. Cole, & J.V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 332-61). Cambridge: Cambridge University Press.
  • [15] Lantolf J.P. (2010). Sociocultural theory and the pedagogical imperative. In R.B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 163-77). 2nd edition. New York: Oxford University Press.
  • [16] Lantolf J. P., Poehner M.E. (2007). Dynamic assessment. In E. Shohamy (Ed.) & N. Hornberger (Gen. Ed.), Encylopedia of language and education: Volume 7. Language testing and assessment (pp. 273-85).
  • [17] Poehner M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development.
  • [18] Valsiner J., van der Veer R. (1993). The encoding of distance: The concept of the zone of proximal development and its interpretations. In R.R. Cocking and K.A. Renninger (Eds.), The development and meaning of psychological distance. Hillsdale, NJ: Lawrence Erlbaum.
  • [19] Vygotsky L.S. (1933). Dinamikaumstvennogorazvitijashkol'nika v svjazi sobucheniem [The dynamics of intellectual development in school children as a result of teaching/learning].
Typ dokumentu
Identyfikator YADDA

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.