Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing
Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing
复制标题
二语写作动态评估的诊断和发展潜力
DOI：
10.1558/lst.v2i2.25956
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Hossein Nassaji
中科院分区：
文献类型：
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作者：
M. Rahimi;Ali Kushki;Hossein Nassaji
关于动态评估（DA）在二语学习中的作用和有效性，已有许多理论主张。例如，有人建议这种方法在一个支持性和互动性的环境中为学习者提供适当和及时的反馈，并以最大化第二语言发展的方式（Poehner & Lantolf, 2013）。然而，如何衡量数据分析的效果以及这些效果如何与传统的反馈方式进行比较，这些问题仍然存在。这个定性的案例研究探讨了交互式数据分析在二语写作技能发展中的作用。三名高级英语学生分别在10个个性化的写作课程中写出了前10个写作样本。然后，他们与老师进行了10次协作辅导课，并根据DA原则获得反馈。对相互作用进行记录、转录和分析。结果显示互动性DA具有重要的诊断和治疗作用。
Many theoretical claims have been made about the role and effectiveness of Dynamic assessment (DA) in L2 learning. It has, for example, been suggested that this kind of approach provides learners with appropriate and timely feedback in a supportive and interactive environment and in ways that can maximize L2 development (Poehner & Lantolf, 2013). However, issues remain about how to measure the effects of DA and how these effects compare with those of traditional ways of providing feedback. This qualitative case study explores the role of interactional DA in the development of L2 writing skills. Three advanced EFL students each produced first 10 writing samples in ten individualized writing sessions. They then engaged in 10 collaborative tutorial sessions with their teacher and received feedback based on the DA principles. The interactions were recorded, transcribed, and analyzed. The results revealed important diagnostic and treatment effects for interactive DA.