چکیده:
Dynamic Assessment is an approach to assessment within Applied Linguistics
which is stemmed from Vygotskys Socio-Cultural Theory of mind, his concept of
Zone of Proximal Development and Feuersteins theory of Structural Cognitive
Modifiability. This study is an attempt to pinpoint the sources of mental processing
problems in listening comprehension and applies dynamic interventions to remove
the problems and promote listening. Two male classes (each containing 5 upperintermediate
members) ranging in age from 19 to 24, were selected based on an
intact group design. One class was selected as the control and another class as the
experimental group haphazardly. The research was on the pre-test, mediation, and
post-test paradigm. In the beginning, the two groups were pre-tested purposefully
and their real time listening problems were detected through verbal and nonverbal
recall protocols. Then, in the mediation phase dynamic group experienced different
treatment sessions in two weeks to overcome the problems detected on the pre-test.
The experimental group was instructed with mediations based on the Sandwich
format of interventionist dynamic assessment while the control group received no
intervention and was taught traditionally. Finally, all two groups were post-tested.
The qualitative analysis showed that both groups suffered from various listening
problems related to mental processing in comprehension. Result of quantitative
analysis also revealed that the experimental group which was instructed dynamically
outperformed the control group which was taught non-dynamically. The findings of
this study suggest that dynamic interventions would not only affect the promotion of
the EFL listening comprehension in educational settings but also have a significant
effect on the performance of the dynamic group in comparison with the nondynamic
group.
خلاصه ماشینی:
Dynamic Mediation for Removing Language Comprehension Problems: A Psychological Support for Listening Comprehension Mental Processing Sajjad Khorami Fard, MA in TEFL, English Department, Yasouj Branch, Islamic Azad University, Yasouj, Iran Email: Sajadkhorami66@gmail.
This idea was put into practice by many scholars in the area of Applied Linguistics (Belle, 1999; Gipps, 1994; Grigorenko & Sternberg, 1998; Baek & Kim, 2003; Poehner, 2005) to call for process based methods of assessment or alternative assessment and more completely dynamic assessment (Ableeva, 2010; Anton, 2009; Dunn & Lantolf, 1998; Haywood & Lidz, 2007; Lantolf & Poehner, 2011; Poehner & Lantolf, 2005; Rea-Dickins & Gardner, 2000; Torrance & Pryor, 1998).
This idea has been taken into account one more time in this study to integrate assessment and teaching, obtain learners¶ listening difficulties, pose a dynamic mediation within assessment and instruct learners to remove the language comprehension problems.
In a parallel result, Wang (2015) reported that dynamic assessment is able to realize lower intermediate EFL learners¶ listening comprehension potentials and develop problem solving behaviors among these learners.
Method Pedagogical Experiment Design The purpose behind this research was two folded: 1) to investigate the source of real time listening problems of EFL learners regarding mental processing phases in 157 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.
Descriptive Statistics and Paired t-test Results for Listening Scores of control group in Pre- & Post-Test {مراجعه شود به فایل جدول الحاقی} 165 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 7, Issue 1, Winter and Spring, 2019, pp.