The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2020-12-17 DOI:10.1558/LST.37685

Hossein Nassaji, Ali Kushki, M. Rahimi

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引用次数: 5

Abstract

Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin’s model (Qin, 2009). The focus of the study was on the process rather than the product of learning, with the aim of gaining insights into the diagnostic nature of DA to address persistent problems these learners had been shown to have, as confirmed by their instructor. Data were collected via individualized sessions between the mediator and the learners, randomly assigned into interactionist (n=3) and interventionist (n=2) DA groups. Qualitative analysis of transcribed interactions evidenced that interactionist DA could provide more nuanced understandings of the learners’ ZPDs in relation to the components of Toulmin’s model. Suggestions for further research have been made.

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干预主义与互动主义动态评估对二语议论文写作的鉴别诊断价值

本研究采用个案研究的方法，探讨互动主义和干预主义动态评估(DA)作为诊断工具的差异潜力，以调查五名波斯语学习者在英语议论文写作中所面临的困难。这项研究是作为一门英语学术写作课程的一部分进行的，该课程旨在提高学习者在修订后的Toulmin模型基础上提出有力论点的能力(Qin, 2009)。研究的重点是学习的过程，而不是学习的结果，目的是深入了解数据分析的诊断性质，以解决这些学习者所存在的持续问题，这些问题得到了他们的导师的证实。通过中介和学习者之间的个性化会话收集数据，随机分配到互动型(n=3)和干预型(n=2) DA组。对转录互动的定性分析证明，互动主义数据分析可以更细致地了解学习者的zpd与Toulmin模型的组成部分之间的关系。提出了进一步研究的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language and Sociocultural Theory LINGUISTICS-

CiteScore

1.30

自引率

20.00%

发文量

期刊介绍： Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.