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Dynamic Assessment in Second Language Acquisition: A Qualitative Meta-Synthesis | ||
Journal of Language Horizons | ||
مقاله 3، دوره 3، شماره 1 - شماره پیاپی 5، فروردین 2019، صفحه 43-69 اصل مقاله (1.49 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2019.26268.1129 | ||
نویسندگان | ||
Abbas Ali Rezaee* 1؛ Mahsa Ghanbarpoor2 | ||
1Associate Professor of English Department, University of Tehran | ||
2Assistant Professor, New York Film Academy, USA | ||
چکیده | ||
In search of a more in-depth grasp of the process and practice of dynamic assessment (DA) in second language acquisition (SLA), the present study adopted a qualitative meta-synthesis methodology and identified a number of synoptic accounts and themes pertinent to the practical implementation of DA and the philosophical worldview adopted towards it. The overarching inferences made based on the systematic review of 40 peer-reviewed, primary studies, which met certain predetermined criteria for selection and inclusion in the data set, emanated a shared set of two primary and two secondary themes. Expounding upon the dual function of DA in terms of both diagnosing and developing learners’ abilities and elucidating how DA, formative assessment, and scaffolding are different, the two primary themes reflect on commonalities dissected across the 40 selected primary studies on DA, respectively. The two secondary themes give fresh insights into the nature of DA by hailing DA as an assessment tool that can ameliorate fairness in education and explaining how DA is in line with experientialism and pragmatic worldviews. Therefore, the established primary themes can shed light on further dimensions of DA implementation in language pedagogy as well as its practical application guidelines, and the secondary themes can reflect on the way fairness, validity, reliability, and generalizability in DA can be revisited. | ||
کلیدواژهها | ||
Qualitative Meta-synthesis؛ Classroom Assessment؛ Sociocultural Patterns؛ Alternative Assessment؛ Dynamic Assessment | ||
عنوان مقاله [English] | ||
ارزشیابی پویا در فراگیری زبان دوم: فرا-تحلیلی کیفی | ||
نویسندگان [English] | ||
عباسعلی رضایی1؛ مهسا قنبرپور2 | ||
1دانشیار گروه زبان و ادبیات انگلیسی، دانشگاه تهران | ||
2استادیار آکادمی فیلم نیویورک، امریکا | ||
چکیده [English] | ||
به منظور کسب درک عمیق تری از اجرا و فرایند ارزشیابی پویا در فراگیری زبان دوم، در مطالعه ی حاضر با استفاده از روش فرا-تحلیل کیفی تعدادی نشانه ی گویا و زمینه های مرتبط با کاربرد عملی ارزشیابی پویا و همچنین نگرش فلسفی مرتبط با آن به دست آمد. استنباط های کلی که بر پایه مرور نظاممند ۴۰ مقاله ی معتبر داوری شده، که دارای معیارهای از قبل تعیین شده برای انتخاب و قرارگرفتن در این مطالعه بود، نشان داد دو زمینه ی اصلی و دو زمینه ی فرعی در بین آنها مشترک است. با توجه به بررسی دقیق کارکرد دوگانه ی ارزشیابی پویا، هم از نقطه نظر بازشناسی و هم از دیدگاه رشد توانایی های فراگیران زبان و نیز تبیین اینکه چگونه ارزشیابی پویا با ارزشیابی ضمن تحصیل و سنجش پلکانی متفاوت اند، دو زمینه ی اصلی بیانگر مشترکات شناسایی شده در ۴۰ مقاله ی مورد مطالعه از منظر ارزشیابی پویا بود. دو زمینه ی فرعی با استفاده از ارزشیابی پویا به عنوان ابزار ارزشیابی که متضمن رعایت انصاف در آموزش است و همچنین این که چگونه ارزشیابی پویا در راستای دیدگاه های تجربه محور و عملگرایانه قرار می گیرد، دید تازه ای به ماهیت ارزشیابی پویا می دهد. بنابراین، زمینه های اصلی به دست آمده می تواند روشنگر ابعاد دیگر بهره گیری از ارزشیابی پویا در آموزش زبان و همچنین محورهای اصلی کاربرد عملی آن باشد و زمینه های فرعی نیز میتواند بازنمای مسیر انصاف، اعتبار سنجی، روایی و تعمیم پذیری در ارزشیابی پویا باشد. | ||
کلیدواژهها [English] | ||
فرا-تحلیل کیفی, ارزشیابی کلاسی, قالبهای فرهنگی-اجتماعی, ارزشیابی جایگزین, ارزشیابی پویا | ||
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