توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱THE IMPACT OF INTERACTIVE MEDIATION PHASE OF DYNAMIC ASSESSMENT ON THE EFL LEARNERS’ ACQUISITION OF INDIRECT DISCOURSE: AN INVESTIGATION OF ENGLISH REPORTED QUESTIONS
اطلاعات انتشار: اولین همایش ملی زبان انگلیسی، ادبیات و ترجمه در آموزش و پرورش، سال
تعداد صفحات: ۱۰
The idea of dynamic assessment, based on the view of constructivist, Vygotsky’s Zone ofProximal Development, has been applied in different areas of second language acquisition. TheZPD is the distance a child can complete a task with the assistance of an adult, and without orwith a little portion of assistant of that person. The dynamic assessment procedure is asfollowing: pretest, treatment or mediation, and a posttest. The present study aims atdemonstrating the effectiveness of the interaction mediation phase of dynamic assessment as atesting tool for the students’ development of indirect discourse, particularly reported questions,in their speech production. To homogenize the participants of the study and to find out theircurrent level of proficiency, there was a speaking proficiency test with a focus on reportedquestions by which the researcher could provide a perfect sample of the students. 30 studentswere chosen, and then equally assigned to the experimental group and the control group. Theway of assessment held in the experimental group was through the interactions mediation of DA,and the way of assessment held in the control group was through a traditional and staticassessment. Finally, there was a posttest by which the difference between the groups’performances was noticed. It was found that the experimental group taught by the interactionistmediation of dynamic assessment had a better performance on the reported questions than thecontrol group that were taught by the static way of teaching.<\div>

۲THE INTERACTIVE MEDIATION PHASE OF DYNAMIC ASSESSME T AS A TESTING TOOL TO LEAD EFL LEARNERS TO THE ACQUISITION OF ENGLISH ROUTINES (A STUDY OF INTERLANGUAGE PRAGMATIC DEVELOPMENT)
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۶
This article which is a quantitativemethod is going to demonstrate the effect of DA on the acquisition of Englishroutinesby Iranian EFL learnerstoward a point by which they can use the routines in their speech unhelpfully. Conducting the research, the researcher made a speaking proficiency test to select a sample of learners for the study with a focus on the English routines. Then, he categorized the learners in two groups, low and high speaking proficiency. The low proficiency groupwas the focus of the study. 30 low proficiency learners were selected for the study. They were assigned to the experimental and control groups equally. There was a pretest, given to both groups to measure their current level of usingroutines and also how much assistance they needed in order to reach to the level that they coulduse the English routines individually.Then, theexperimental groupwas taught by mediation phase of the dynamic assessment, in which the teacher mediation occurred, ranging from implicit one such as question look to a more explicit correction, but most of the time explicit correction did not occur. The control groupwas corrected by an explicit correction when there was something wrong with their speech production. Finally, there was a posttest that was similar to the pretest given to both groups to see the effectof dynamic assessment in the acquisition ofEnglish routines. Findings show that the mediation phase of the DA was properly more appropriate than explicit way of correction.<\div>

۳Dynamic Assessment through Online Android Application: A Study of English Grammar
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۵
The purpose of present article is to demonstrate the impact of online android application called WhatsApp as a dynamic assessment instrument on the learners‟ development of grammatical features. To do so, 22 intermediate learners who were studying in Shokoh institute in Rasht and were at the same level of English proficiency were selected through an English proficiency test on grammar. Then, they were equally assigned into the experimental group and the control group. The experimental group was dynamically assessed through WhatsApp application environment, and the control group was dynamically assessed in a usual class without any software. Both contexts were observed by the researcher. Finally, a post test was conducted to see the student development from pre–test to post–test. The results showed that the experimental group had a better development of grammatical features than the control group did. It was also observed that the experimental group was more motivated by the process<\div>
نمایش نتایج ۱ تا ۳ از میان ۳ نتیجه