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The Instructional Effect of Dynamic-assessment, Non-dynamic Traditional Assesment, and Non-assessment Courses on Iranian EFL Learners' Interlanguage Pragmatic Production

Pakzadian, Sara Sadat | 2011

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 42498 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Tajeddin, Zia; Alemi, Minoo
  7. Abstract:
  8. There are several methods proposed for the instruction and assessment of interlanguage pragmatic competence of foreign language learners. Dynamic assessment as one of the recent methods arising from Vygotsky’s sociocultural theory of mind incorporates assessment and instruction by engaging learners in a process of interaction with the mediator while the learners are trying to perform a challenging task. The present study aimed to explore the advantage of Dynamic Assessment as an instructional instrument over the Non-dynamic (traditional) Assessment and Non-assessment approaches and their effects on the Iranian intermediate level students. The target speech acts of apology, complaint, and compliment were chosen for the study. For the comparison of the pragmatic production of the learners before and after mediation, a test made of 18 WDCTs was administered in the pre-test and post-test in all of the three groups. Following these questions, students were asked to rate themselves in order to check their perception of the appropriateness of their responses. The pre- and post-tests were rated by a native and a bilingual speaker of English and the students’ answers to the self-assessment questions were compared to these ratings. Results of the analyses showed that there was a significant difference between the DA group and the two other groups of NDA and NA which was due to the positive effects of the Dynamic Assessment on learning these features. Furthermore, the results indicated that there was no significant difference between these three groups in both pre- and post-test in the accuracy of the self-assessment
  9. Keywords:
  10. Interlanguage Pragmatics ; Dynamic Assessment ; Zone of Proximal Development ; Speech Acts ; Mediation

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