文章基本信息

标题：The Effect of Dynamic Assessment on Grammar Achievement of Iranian Third Grade Secondary School EFL Learners
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作者：Samran Daneshfar ; Seyed Hesamuddin Aliasin ; Ali Hashemi 等
期刊名称：Theory and Practice in Language Studies
印刷版ISSN：1799-2591
出版年度：2018
卷号：8
期号：3
页码：295-305
DOI：10.17507/tpls.0803.04
语种：English
出版社：Academy Publisher
摘要：The present study intends to investigate the effect of dynamic assessment (DA) on EFL learners' grammar knowledge. Based on Murphy, DA originates with the workings of the Russian psychologist and its basis is rooted in his outstanding concept of the zone of proximal development (2008). Embedding instruction and assessment through mediation, DA distinguishes learning potential and promotes development in relation to this potential (Lantolf, 2009, p.360). This study inspects the difference between applying dynamic and non-dynamic (static) assessment of Third Grade Secondary School EFL learners' grammar achievement. Therefore, 86 male and female participants (in segregated groups) were investigated to explore the purpose of the study. The consequences of applying DA on both female and male learners, i.e. an experimental and a control group for each gender, were discovered through the current research. First, a pre-test, then a post-test (it was the same as the pre-test) were administered to the applicants to show the possible changes after a period of six mediated sessions. The outcomes of the study presented that dynamic assessment had a significant improvement in participants' grammar achievement.
关键词：Dynamic assessment (DA);Static assessment (SA);Zone of proximal development (ZPD);mediation;grammar achievement