Language and Sociocultural Theory最新文献_第4页

Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development 在近距离发展的课堂区域促进第二条件的概念发展

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.39031

Junling Zhu

引用次数: 1

Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective 李（2020）。语言教师认知：一个社会文化视角

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.42530

Karen E. Johnson

引用次数: 1

Testing the Topic Hypothesis 检验主题假设

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.37716

Xian Zhang

引用次数: 1

Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013) 应用语言学：走向新的整合？作者：Lars Sigfred Evensen（2013）

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.29587

Paolo Infante

引用次数: 1

It’s Beyond Our Group ZPD 它超越了我们的集团ZPD

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Language and Sociocultural Theory Pub Date : 2021-02-24 DOI: 10.1558/LST.19302

R. A. V. Compernolle, D. Leontjev

引用次数: 0

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

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

Hossein Nassaji, Ali Kushki, M. Rahimi

{"title":"The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing","authors":"Hossein Nassaji, Ali Kushki, M. Rahimi","doi":"10.1558/LST.37685","DOIUrl":"https://doi.org/10.1558/LST.37685","url":null,"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.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

‘Good Packaging Can be Misleading’ “好的包装可能会误导人”

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Language and Sociocultural Theory Pub Date : 2020-12-09 DOI: 10.1558/LST.18833

James Ma

引用次数: 1

Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development 在第二语言教育中实现ZPD：动态评估与中介发展的互补贡献

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Language and Sociocultural Theory Pub Date : 2019-09-04 DOI: 10.1558/lst.38916

Paolo Infante, M. E. Poehner

{"title":"Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development","authors":"Paolo Infante, M. E. Poehner","doi":"10.1558/lst.38916","DOIUrl":"https://doi.org/10.1558/lst.38916","url":null,"abstract":"Vygotsky’s (1978, 1987) notion of the Zone of Proximal Development (ZPD) brings into focus the dialectical nature of interactional processes that provoke second language (L2) learner development. Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent L2 SCT pedagogy.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue 探索动态评估在语文教育中的作用——特刊简介

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Language and Sociocultural Theory Pub Date : 2019-05-03 DOI: 10.1558/lst.38912

Próspero N. García

{"title":"Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue","authors":"Próspero N. García","doi":"10.1558/lst.38912","DOIUrl":"https://doi.org/10.1558/lst.38912","url":null,"abstract":"This special issue, ‘Exploring the Role of Dynamic Assessment in Language Education’, began to take shape at a colloquium of the same name at the 2016 Georgetown University Roundtable (GURT). That particular edition of GURT was organized by the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown and was aptly titled Useful Assessment and Evaluation in Language Education. The purpose of our colloquium was to present and compare four novel approaches to Dynamic Assessment (DA) that would provide a richer understanding of how DA for L2 development had evolved over the years. Indeed, dynamic assessment, one of the main applications of Vygotsky’s (1987) notion of Zone of Proximal Development (ZPD) applied to the teaching-learning-assessment dialectic, has been increasingly regarded as a fundamental construct in L2 education (Lantolf and Poehner, 2014). Framed within a Vygotskian sociocultural perspective, DA integrates instruction and assessment with the goal of ascertaining and promoting L2 development, placing the learner at the center of the teaching/learning activity. This is precisely one of the key elements of useful approaches to assessment and evaluation, ‘a comprehensive approach to education that is accountable to the needs of learners, the values of scholarly disciplines, and the well-being of society’ (Davis, 2018: vii). That is, rather than focusing on placement, diagnostic, achievement or other accountability measures, useful methods of assessment are transformative approaches that intend to provide a better understanding","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47836557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Evaluating instruction through classroom Dynamic Assessment: A sandwich approach 通过课堂动态评估来评价教学:一种三明治方法

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Language and Sociocultural Theory Pub Date : 2019-05-03 DOI: 10.1558/lst.38914

K. Davin, Diana Gómez-Pereira

引用次数: 3