چکیده:
The purpose of this study was to investigate the effect of dynamic assessment (DA) on grammar development of a beginner foreign language learner whose L1 was Persian. For this purpose, two versions of Oxford Placement Test of Grammar were used: One as the pre and posttests and the other for teaching grammar through interactionist DA. At first, the participant was pretested to assess her knowledge of grammar before the treatment. During the study, interactionist DA was used to provide mediation to the learner depending on her needs. A posttest was conducted two days after the last session to observe the immediate effect of DA. Four weeks later the same test was also administered to observe the delayed effect of the treatment. Item-by-item analysis of the questions showed that DA was effective both in terms of its immediate and delayed effect. The microgenetic analysis revealed useful information about the potential of the learner which was not achievable in nondynamic assessment.
خلاصه ماشینی:
To the best of the researchers' knowledge, no study has considered the immediate and delayed effect of DA on EFL grammar development through interactionist approach to DA and more specifically through case analysis.
In nondynamic assessment (NDA), students are not provided with feedback and decisions are made on static scores alone (Wiedl, Guthke, & Wingenfeld, 1995).
Three scores were used in this study: 1) an actual score, which showed the independent performance and was based on the student's first answer and worth four points; 2) a mediated score, that included points awarded for items correctly answered on the second, third, or fourth attempt, in addition to the actual score; and finally 3) a learning potential score (LPS) that measured the learner’s readiness to benefit from instruction, because it was based on his responsiveness to mediation during the test.
Table 1 Mediated Scores based on the Number of Hints (Adapted from Lantolf & Poehner, 2006) Step Score Correct answer 8 Pause 7 Repeat the whole phrase questioningly 6 Repeat just the part of the sentence with the error 5 Teacher asks, what is wrong with that sentence 4 Teacher points out the incorrect word 3 Teacher asks either/or question 2 Teacher identifies the correct answer 1 Teacher explains why 0 The qualitative analysis was based on investigating the number and kind of hints used during the mediation.
Also DA had an immediate effect on grammar development of the learner because she could answer 31 more questions correctly in the posttest after the mediation.