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Patterns of Teacher Mediation and Learner Reciprocity in a Dynamic Assessment Approach to L2 Listening Comprehension

Kamyab, Marjan | 2014

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 46321 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Tajeddin, Zia; Jahangard, Ali
  7. Abstract:
  8. The gaps in the existing studies on L2 listening comprehension have been highlighted in the literature of second language learning. Accordingly, the necessity of the qualitative investigations in this field has been frequently addressed by the scholars (e.g., Vandergrift, 2007). The primary purpose of this study was to investigate the use of dynamic assessment (DA) in L2 listening comprehension within a group of six advanced EFL learners to extract the patterns of teacher mediation and learner reciprocity moves through a dyadic examination of their interactions. The examination of listening self-regulation was another incentive behind this study. This research also investigated learners’ attitudes toward DA-based instruction they received. To this end, for each participant, three assessment sessions (pretest, posttest, and transfer test) together with an enrichment program were held in which they practiced on TOEFL academic lectures. As a result, a pattern consisting of thirteen distinct mediational strategies together with a learner reciprocity pattern with eight of the most frequent responsive moves were devised. The patterns were further analyzed along with a psychometric analysis through a questionnaire which was administered in a pre- and post-time format to determine whether a ZPD-based approach enhanced learners' self-regulatory capacities. The findings indicated that not only did the participants' general listening ability develop according to the comparison of both administrations of the questionnaire, but also in keeping with the analysis of the frequency of certain moves, they appeared to be less reliant on the teacher's assistance over the course of this study. The results of the attitude interview revealed learners' positive stance regarding the influence of DA on the multidimensional aspects of listening comprehension. The findings of this study can compensate for the insufficiency of the current research and practices in the fields of L2 listening comprehension, learner self-regulation, and dynamic assessment
  9. Keywords:
  10. Dynamic Assessment ; Zone of Proximal Development ; Self-Regulated Learning (SRL) ; Listening Comprehension

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