چکیده:
The present study is an attempt to shed light on the effect of Dynamic
Assessment (DA) on diagnosing and developing the receptive
vocabulary abilities of upper-intermediate learners learning English
as a foreign language. Fifty L2 leaners participated in the First
Certificate in English test and completed Vocabulary Knowledge
Scale. Out of 50 students, ten learners who were identified as being
homogenous and were not familiar with the new vocabularies
volunteered to participate in individualized tutoring sessions.
Reading texts were used to make learners familiar with the target
words and cloze passages were administered to assess learners’
receptive vocabulary. Mediation was provided using the
interactionist approach to DA and learners’ responsiveness to
mediation were studied in a microgenetic approach. The qualitative
data were then coded in terms of task completion along with errors
and struggles and transformed into quantitative data for analysis.
The actual, mediated and transfer scores were reported to analyze
learners’ Zone of Actual Development (ZAD), and the degree of the
internalization of mediation. Findings of the study revealed that to
have a complete picture of learners’ abilities, actual scores are not
self-sufficient. Mediated scores are vital to diagnose learners’ areas of
difficulties and to promote learners’ receptive vocabulary knowledge.
The information from transfer scores also uncovers evidence of
learning and data from Learning Potential Score (LPS) predict how
learners probably respond to future instruction. Findings of the study
indicate that DA is promising in presenting a fine-grained diagnosis
of learners’ receptive vocabulary development while also suggesting
information related to future teaching and learning.
خلاصه ماشینی:
com Abstract The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language.
Reading texts were used to make learners familiar with the target words and cloze passages were administered to assess learners’ receptive vocabulary.
Following Vygotsky, learner independent performance is interpreted as an indication of abilities that have fully formed, while abilities that have begun to emerge but have not yet completed their development are inferred according to learner responsiveness to support offered by the mediator.
In this respect, the study incorporated a more fine-grained and individually negotiated modes of mediation to indicate learners’ mediated and unmediated performances, report their learning potential and uncover evidence of their vocabulary development.
The results of the study revealed that dynamic assessment techniques in conjunction with traditional vocabulary tests produce potential data to estimate children’s word-learning ability.
First, learners read the text similar to pre- enrichment phase to be familiarized with the new vocabularies, then the cloze passages along with mediation was provided.
Following that, comparisons were made: ·between NDA1 and NDA2 to determine any changes in learners’ ZAD ·between DA1 and DA2 to determine any changes in learners’ ZPD ·between DA2 and Transfer session to determine how well learners internalized mediation and to what extent they were able to keep their level of functioning while mediation provided to them ·Learning Potential Score (LPS) proposed by Kozulin and Garb (2002) was further calculated to check the degree of progress individual learners made under conditions of mediation.