A Comparison Study of Dynamic Assessment and Nondynamic Assessment on EFL Chinese Learners' Speaking Performance: Transf
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A Comparison Study of Dynamic Assessment and Nondynamic Assessment on EFL Chinese Learners' Speaking Performance: Transfer of Learning 動態評量與非動態評量對於英語學習者口語表現與學習遷移之比較研究 Yu-Ting Kao 1 Received: 21 April 2019 / Revised: 26 October 2019 / Accepted: 11 November 2019 # National Taiwan Normal University 2020
Abstract One goal of language instruction is to support students’ ability to transfer their learning or apply what they have learned in school to another setting. A common problem arises when the expected transfer does not take place, and follow-up assessments are unable to reveal where the student has had difficulty learning the language in such a way that they can apply it in other settings. Dynamic assessment (henceforth, DA) rooted in Vygotsky’s sociocultural theory has explained the importance of learning transfer or transcendence. Defined as the change in an individual’s cognitive knowledge that is applicable to other situations, transcendence supports the individual to move beyond the “here-and-now” demands of a given activity. DA differs from traditional nondynamic assessment (henceforth, NDA) in that DA makes it possible for teachers to make teaching recommendations based on their assessment of a learner’s developmental potential. The present study aims at investigating the differences between applying dynamic assessment and nondynamic assessment to EFL Chinese learners’ speaking performance and examining their transfer effect. Data included 119 firstyear college students’ performance on integrated speaking tasks and records of the teacher’s interactive support and learners’ responses to the mediation. Results indicated that DA outperformed the NDA group in terms of supporting improvements in college students’ speaking performance. The interactive mediation provided through DA assisted advanced learners’ content development in speaking and assisted beginning learners’ control of grammatical structures. More importantly, the learning effect on the DA group did not fade away over time. Both beginning and advanced level learners performed better transcendence after receiving DA intervention. This study contributes to the literature in that few studies have examined whether DA assists speaking performance at the tertiary level in comparison to nondynamic assessment approaches. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s42321-01900042-1) contains supplementary material, which is available to authorized users.
* Yu-Ting Kao [email protected]
1
National Kaohsiung Normal University, Kaohsiung, Taiwan
English Teaching & Learning
摘要 語言教學的目標之一為幫助學生遷移所學知識以利其應用於不同的學習環境。然而當學習遷 移未發生、後續的評量結果也未能正確指出學生的學習困難時, 語言教學便容易產生問題及 盲點 。 本研究探討近年來新興的 「 動態評量 」 對英語學習者於口說能力發展方面之影 響。此評量立基於維高斯基的社會文化理論, 強調「學習遷移」為學習者認知層面的變化, 學習者應跳脫「此時此刻」在單一課堂中的瞭解, 將所學內化為知識內涵, 並應用於其他語 境。動態評量強調學習者認知能力的可塑性, 在評量的程序中介入協助或給予教學, 並藉由 師生互動的評量程序, 深入探討受試者學習發展之歷程。動態評量與非動態評量的差異在於 動態評量可提供教師豐富的教學回饋以激發學生未來之潛能。本研究旨在於比較「動態評 量」與「非動態評量」兩種不同的評量模式, 其增進英語學習者口說技巧及學習遷移之成 效。 藉由調查就讀臺灣南部某大學之119位一年級學生之英語口語能力及學生與教師間互動的對 談資料, 本研究結
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