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Interactionist Dynamic Assessment in L2 Learning: A Case Study of Tutoring L2 English Oral Communication

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Bibliographic Details
Title: Interactionist Dynamic Assessment in L2 Learning: A Case Study of Tutoring L2 English Oral Communication
Authors: Orikasa, Mami
Publication Year: 2010
Subject Terms: Interactionist Dynamic Assessment (DA), Zone of Proximal Development (ZDP), oral communication, co-construction of meaning, mediation, lang, edu
Description: Interactionist Dynamic Assessment (DA) is a language pedagogical approach that dialectically integrates assessment and instruction to co-construct a future between the learner and the mediator. Interactionist DA, based on a qualitative interpretation of Vygotsky’s Zone of Proximal Development (ZPD), focuses on helping learners perform optimally, which they cannot do independently, and develop to the next level through assistance and interactions with the mediator. The present paper attempts to conduct a case study of interactionist DA in the L2 learning context by tutoring L2 English oral communication to investigate how interactions between a mediator and a L1 Japanese student are negotiated and help develop the learner’s performance. The results indicated that interactionist DA in the L2 context was effective in helping the learner overcome problems and perform better through negotiated interactions with the mediator and revealing the learner’s actual competence.
Document Type: other/unknown material
Language: unknown
Relation: http://hdl.handle.net/10125/20258
Availability: http://hdl.handle.net/10125/20258
Rights: undefined
Accession Number: edsbas.D2F2B2C9
Database: BASE
Description
Abstract:Interactionist Dynamic Assessment (DA) is a language pedagogical approach that dialectically integrates assessment and instruction to co-construct a future between the learner and the mediator. Interactionist DA, based on a qualitative interpretation of Vygotsky’s Zone of Proximal Development (ZPD), focuses on helping learners perform optimally, which they cannot do independently, and develop to the next level through assistance and interactions with the mediator. The present paper attempts to conduct a case study of interactionist DA in the L2 learning context by tutoring L2 English oral communication to investigate how interactions between a mediator and a L1 Japanese student are negotiated and help develop the learner’s performance. The results indicated that interactionist DA in the L2 context was effective in helping the learner overcome problems and perform better through negotiated interactions with the mediator and revealing the learner’s actual competence.