چکیده:
This study employed a mixed method to investigate the effects of dynamic assessment (DA) on listening comprehension of EFL students in a foreign language learning context. The participants of the study (N=57) were randomly divided into one control group, i.e., non-dynamic, and one experimental group, i.e., dynamic. They were asked to listen to some listening comprehension teaching materials and transcribe what they hear. The participants in the control group just listened to the audio files and took the tests while in the experimental group, the participants received mediation. The qualitative analysis of the exchanges between the mediator and the participants in the experimental group indicated that the application of mediational strategies was successful enough to help the participants promote their comprehension of the listening input. In addition, participants‟ listening problems diagnosed in the mediation sessions and the related support helped them overcome their listening comprehension problems. The performances of the participants in the two groups on an achievement test developed based on the instructional materials showed that the dynamic group outperformed the non-dynamic group.
خلاصه ماشینی:
23-40, 2014 <H2>Examining the Role of Dynamic Assessment in the Development and Assessment of Listening Comprehension</H2> Sayyed Mohammad Alavi* Associate Professor, University of Tehran <H2>Puyan Taheri</H2> PhD Candidate, University of Tehran Abstract This study employed a mixed method to investigate the effects of dynamic assessment (DA) on listening comprehension of EFL students in a foreign language learning context.
Keywords: dynamic assessment, Zone of Proximal Development, mediation, listening comprehension *Associate Professor, Department of English Language and Literature Faculty of Foreign Languages and Literatures, University of Tehran Received on: 06/01/2014 Accepted on: 18/05/2014 Email: Smalavi@ut.
Literature Review</H2> In order to review listening comprehension research within the framework of Dynamic Assessment, some related issues in Vygotsky‟s Socio-cultural Theory (SCT), the Zone of Proximal Development (ZPD), and DA will be brought to light in the following sections.
Lantolf and Poehner (2004) consider DA as a procedure that integrates assessment and instruction into a seamless, unified activity aimed at promoting learner development through appropriate forms of mediation that are sensitive to the individual‟s (or in some cases a group‟s) current abilities.
Ableeva (2010) employed intermediate university students learning French as a foreign language and compared the results of using DA with those of a traditional test of listening comprehension.
His qualitative analyses revealed that the ZPD of the entire class was developed during the construction of the individual ZPDs. Despite the efforts made to apply DA in L2 studies, it is still believed that DA has not received the attention it truly deserves (Ableeva, 2010; Aljaafreh &amp; Lantolf, 1994; Poehner, 2005).