東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Dynamic Assessment of oral proficien...

The Pennsylvania State University.

Linked to FindBook

Google Book

Amazon

博客來

Dynamic Assessment of oral proficiency among advanced L2 learners of French.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Dynamic Assessment of oral proficiency among advanced L2 learners of French./
Author:	Poehner, Matthew E.
Description:	388 p.
Notes:	Adviser: Celeste Kinginger.
Contained By:	Dissertation Abstracts International66-10A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3193226
ISBN:	9780542359767

Dynamic Assessment of oral proficiency among advanced L2 learners of French.
Poehner, Matthew E.

Dynamic Assessment of oral proficiency among advanced L2 learners of French. - 388 p.

Adviser: Celeste Kinginger.

Thesis (Ph.D.)--The Pennsylvania State University, 2005.

This dissertation seeks to offer an alternative way of conceptualizing the relationship between assessment and instruction whereby the two are integrated as a unified activity. Dynamic Assessment (DA) is rooted in L.S. Vygotsky's Sociocultural Theory of mind, and requires the examiner to mediate the examinee's performance during the assessment itself through the use of prompts, hints, and questions. In this way, the focus of the assessment shifts from examinees' success or failure to an analysis of the amount and kinds of assistance they required as well as the extent to which they reciprocated the examiner's interactive moves. Vygotsky formalized this approach to simultaneously understanding and promoting development as the zone of proximal development (ZPD). Analysis of ZPD collaborations reveals learners' future level of performance.

ISBN: 9780542359767Subjects--Topical Terms:

1018115
Education, Language and Literature.

Dynamic Assessment of oral proficiency among advanced L2 learners of French.
LDR:03168nam 2200301 a 45 001 858375
005 20100712
008 100712s2005 ||||||||||||||||| ||eng d
020 $a 9780542359767
035 $a (UMI)AAI3193226
035 $a AAI3193226
040 $a UMI $c UMI
100 1 $a Poehner, Matthew E. $3 900244
245 1 0 $a Dynamic Assessment of oral proficiency among advanced L2 learners of French.
300 $a 388 p.
500 $a Adviser: Celeste Kinginger.
500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3628.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2005.
520 $a This dissertation seeks to offer an alternative way of conceptualizing the relationship between assessment and instruction whereby the two are integrated as a unified activity. Dynamic Assessment (DA) is rooted in L.S. Vygotsky's Sociocultural Theory of mind, and requires the examiner to mediate the examinee's performance during the assessment itself through the use of prompts, hints, and questions. In this way, the focus of the assessment shifts from examinees' success or failure to an analysis of the amount and kinds of assistance they required as well as the extent to which they reciprocated the examiner's interactive moves. Vygotsky formalized this approach to simultaneously understanding and promoting development as the zone of proximal development (ZPD). Analysis of ZPD collaborations reveals learners' future level of performance.
520 $a This study explores the application of DA to a French L2 learning context. In particular, L2 DA was considered in terms of: (1) insights into learners' abilities that were not obtained only through DA; (2) the promotion learners' abilities through DA; (3) The usefulness of DA in leading to individualized instruction that remained sensitive to examinees' ZPD; and (4) the extent to which development transcended the given assessment context. Six advanced undergraduate learners of L2 French were asked to orally construct a series of narratives based on short video clips. The learners created the first narrative independently and the second through interaction with the examiner. The assessment results were used to develop a six-week long individualized tutoring program. The goal of the tutoring was to address problems that were identified during the assessments and to do so in a manner that took account of learners' interactions with the examiner during DA. The nature and extent of their development was subsequently explored through repetitions of the original assessments as well as variations of these tasks. The findings suggest that DA is an effective means of understanding learners' abilities and helping them to overcome linguistic problems. The approach is especially relevant to L2 classrooms as a method for rendering formative assessment practices more systematic.
590 $a School code: 0176.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
690 $a 0279
690 $a 0290
690 $a 0291
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 66-10A.
790 $a 0176
790 1 0 $a Kinginger, Celeste, $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3193226