Language and Sociocultural Theory最新文献_第5页

Expanding the role of Dynamic Assessment in language education 拓展动态评估在语言教育中的作用

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Language and Sociocultural Theory Pub Date : 2019-03-05 DOI: 10.1558/lst.38913

Marta Antón

引用次数: 2

Measuring and Supporting Second Language Development Using Computerized Dynamic Assessment 利用计算机动态评估测量和支持第二语言发展

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Language and Sociocultural Theory Pub Date : 2019-03-05 DOI: 10.1558/lst.31710

Jie Zhang, Xiaofei Lu

{"title":"Measuring and Supporting Second Language Development Using Computerized Dynamic Assessment","authors":"Jie Zhang, Xiaofei Lu","doi":"10.1558/lst.31710","DOIUrl":"https://doi.org/10.1558/lst.31710","url":null,"abstract":"This study developed an innovative framework for measuring and supporting second language development through integrating diagnostic language assessment and instruction by incorporating mediation. Nineteen students enrolled in an intermediate Chinese listening and speaking course at a large public university in the Midwest United States took a computerized dynamic assessment (C-DA) listening test in the Spring 2015 semester. The C-DA test differed from traditional standardized tests in that it diagnosed not only students’ fully developed abilities but also their emerging abilities. It offered students graduated mediational prompts for items they had difficulty with and tracked the amount of mediation they needed for those items. The test report also included a learner profile detailing each student’s independent and mediated performance on clusters of items designed to test different language constructs. Based on the results of the diagnostic C-DA test, students were categorized in three groups, and each group was offered instructional support tailored to their listening abilities and learning needs. Analysis of the diagnostic test reports, student interviews, and end-of-semester student evaluations of the course provided evidence that the integration of diagnostic language assessment and instruction that incorporates appropriate mediation helped creating a coherent and effective pedagogy for the students.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46497435","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: 10

Dynamic Assessment: Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom 动态评估：促进在职教师在二语课堂上的概念发展和教学信念

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Language and Sociocultural Theory Pub Date : 2019-03-05 DOI: 10.1558/lst.38915

Próspero N. García

引用次数: 5

Collaborative use of multimodal resources in discussions of L2 grammatical meaning: A microgenetic analysis 二语语法意义讨论中多模态资源的协同使用：微观成因分析

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Language and Sociocultural Theory Pub Date : 2018-12-12 DOI: 10.1558/LST.32487

Christine M. Jacknick

引用次数: 2

Thinking through the non-native language: The role of private speech in mediating cognitive functioning in problem solving among proficient non-native speakers 通过非母语思考：在精通非母语的人中，私人言语在解决问题的认知功能中的中介作用

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Language and Sociocultural Theory Pub Date : 2018-12-12 DOI: 10.1558/LST.35975

M. M. Garbaj

引用次数: 2

Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation 社会文化视野下的职前教师教育——以概念中介教学为例

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Language and Sociocultural Theory Pub Date : 2018-12-12 DOI: 10.1558/LST.37792

O. Esteve, F. Fernández, Asunción Bes

{"title":"Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation","authors":"O. Esteve, F. Fernández, Asunción Bes","doi":"10.1558/LST.37792","DOIUrl":"https://doi.org/10.1558/LST.37792","url":null,"abstract":"This article presents an exemplary case-study that investigates the impact of a socioculturally based formative model in a pre-service teacher education program. From a sociocultural perspective, teachers' development involves a dynamic and social process of meaning mediation, where their beliefs or initial representations are to be confronted with the scientific concepts underlying good teaching practices (Esteve, 2018; Johnson, 2009). As a result of that confrontation, the initial pre-understandings should be reshaped and reconceptualized. The case-study presented is framed within an undergraduate subject that seeks to help pre-service teachers reconceptualize their understanding of 'assessment' through a formative model blending Vygotsky's double stimulation strategy with Gal'perin's Concept-Based Instruction (CBI) (Esteve et al., 2017; Esteve, 2018). This model entails activities of conceptual manipulation triggered by both reflective tasks and instruments, such as the Visual Reflective Diary (VRD), an instrument for pre-service teachers to ongoingly engage in dialogical thinking. Data from a single Visual Reflectice Diary (VRD) has been considered along with Negueruela's semiogenetic analysis (2011, 2013) conveniently adapted and implemented. The results of analysing this VRD support the evidence that the socioculturally-based formative process developed does contribute to expanding preservice teachers' pre-understandings of 'assessment', as an intrapersonally and interpersonally based, cognitively and emotionally driven process.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49086436","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: 10

Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning by I. M. Arievitch (2017) 《超越大脑：思维、发展和学习的能动活动视角》，I.M.Arievitch著（2017）

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Language and Sociocultural Theory Pub Date : 2018-10-29 DOI: 10.1558/LST.37497

Steven G. Mccafferty

引用次数: 4

The Integrated Plurilingual Approach 综合复数法

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Language and Sociocultural Theory Pub Date : 2017-02-06 DOI: 10.1558/LST.V3I2.32868

O. Esteve, F. Fernández, E. Martín-Peris, E. Atienza

引用次数: 19

Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context 在大规模测试环境中使用基于概念的动态评估来发展二语口语能力

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Language and Sociocultural Theory Pub Date : 2017-02-06 DOI: 10.1558/LST.V3I2.32866

T. Levi

{"title":"Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context","authors":"T. Levi","doi":"10.1558/LST.V3I2.32866","DOIUrl":"https://doi.org/10.1558/LST.V3I2.32866","url":null,"abstract":"Oral language proficiency (OLP) is a central facet of foreign language learning. Nevertheless, it is a component that is challenging both to teach and to test (Luoma, 2004). In an effort to optimize these processes, this paper examines the application of the Vygotskian notion of Dynamic Assessment (DA) as a means to prioritize the learning-assessment relationship with a view to enhancing OLP performance and up-scaling DA use for larger groups of learners to match large-scale test contexts. In this study, Israeli high-school students preparing for their matriculation OLP test in EFL, which focuses on the measures of Communicative Ability (fluency) and Accuracy, underwent a single short-term DA mediation session following a pre-test. A teacher-tester administered the mediation to individuals and groups of students as they analyzed a video recording of their pre-tests, equipped with a theoretical scientific-concept-based instrument (SCOBA). Post- and follow-up tests were given to all participants. Findings show that students who underwent DA mediation improved scores in the post- and follow-up tests for both measures, suggesting that this form of DA mediation may have beneficial short and longer-term impact on OLP performance within a large-scale context.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2017-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018867","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: 4

Bilingual children's use of lexical strategies under narrative monologue and dialogue conditions. 双语儿童在叙述独白和对话条件下的词汇策略使用。

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Language and Sociocultural Theory Pub Date : 2014-01-01 Epub Date: 2014-11-07 DOI: 10.1558/lst.v1i2.101

Kai J Greene, Lisa M Bedore, Elizabeth D Peña

{"title":"Bilingual children's use of lexical strategies under narrative monologue and dialogue conditions.","authors":"Kai J Greene, Lisa M Bedore, Elizabeth D Peña","doi":"10.1558/lst.v1i2.101","DOIUrl":"https://doi.org/10.1558/lst.v1i2.101","url":null,"abstract":"Purpose: This study examined lexical strategies produced by Spanish-English bilingual kindergartners across two different narrative elicitation tasks.Method: Fifty participants (M = 67.24 months) produced narratives in English under monologue and dialogue conditions. Participants were placed in high and low language performance groups determined by results from a bilingual language screener. Per parent report, children were matched by age, current language use, and age of first exposure to English. Analyses examined strategy types across participants' performance levels and task condition. Further evaluation compared strategy usage with general language productivity measures.Results: Child learners access similar lexical strategies as reported for adult second language learners. Performance level did not differentiate strategy type and frequency of use. Overall, participants relied more on all-purpose words and code-switching in the monologue condition, while employment of word approximation and literal translation increased during the mediated dialogue sessions. Application of all-purpose words, word approximations, and literal translation influenced utterance length and lexical diversity.Conclusions: Participants adjusted lexical strategy use according to narrative condition. The application of mediated learning serves as an instructional model that reveals information specific to young second language learners. Application of all-purpose words, word approximations, and literal translation influenced utterance length and lexical diversity.Implications: Insight to the characteristics of bilingual children's language processing skills guides evidenced-based instructional decisions.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1558/lst.v1i2.101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36665163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4