Abstract:
This study seeks to provide insights into the process of vocabulary
learning and promoting vocabulary knowledge by tracking its
development in dynamic assessment (DA) procedures through thematic
and microgenetic analysis. In order to meet the aim of this study, three
male and three female EFL learners were chosen non-randomly based on
their availability. All the participants were beginners with regard to their
vocabulary knowledge. The participants voluntarily attended 15 DA
sessions throughout each session a few new vocabulary items were
presented using different techniques of teaching vocabulary. The
participants received corrective feedback within their zone of proximal
development (ZPD). They were provided with appropriate levels of help
by moving gradually and using prompts through the regulatory scale from
the most implicit to the most explicit assistance which emerged from the
individualized mediation between the mediator and the learners. The
results of the study indicated that using DA procedure can enhance the
development of vocabulary knowledge among EFL learners
Machine summary:
Some researchers indicate that lack of vocabulary leads to writing difficulty for foreign language learners (Astika, 1993; lee, 2003; Santos, 1988) and many scholars argue that vocabulary is one of the most important factors which determine writing quality (Leki and Carson, 1994; Raimes, 1985; Uzawa and Cumming, 1989).
With regard to the deficiencies of aforementioned vocabulary teaching methods, and the positive results which have been reported to emerge out of using Dynamic Assessment (DA) procedures in developing language skills (Ableeva, 2010; Birjandi & Ebadi, 2012; Cioffi & Carney 2012; Naeini & Duvall, 2012; Poehner, 2005; Shabani, 2012; Zoghi & Malmir, 2013), this study seeks to apply DA procedures in the process of language learning.
Investigating the effect of dynamic assessment as an instructional tool on Iranian Intermediate EFL learners‟ vocabulary learning, Saeidi and Hosseinpour (2013) have chosen 60 students to be randomly assigned to control and experimental groups.
Reviewing the DA literature shows that, a good deal of research has been done on the effects of application of DA procedures in developing EFL learners‟ knowledge with regard to different language sub skills like reading comprehension, grammar, and writing (e.
Through a dialogic interaction between the mediator and the participants, those 60 aforementioned vocabulary items were presented dynamically in DA sessions, that is, the mediator provide the participants with different levels of help ranging from the most implicit to the most explicit in order to help them develop their vocabulary knowledge.