L2 Dynamic Assessment Research in China

Elaborating the Framework through Applications to New Contexts
1. Auflage 2025
ISBN: 978-1-041-06715-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 154 Seiten, Format (B × H): 178 mm x 254 mm

Dynamic Assessment is an innovative approach to reveal the full range of learner abilities
that has rapidly gained attention from language educators and researchers. While much of the
research to date has examined Dynamic Assessment in Western countries, the research in this
book further extends the framework by documenting its uses by Chinese scholars in meeting
context-specific challenges.

Dynamic Assessment, or DA, originated in the writings of Russian psychologist L. S. Vygotsky
concerning the concept of the Zone of Proximal Development. While many assessment
approaches call for closer integration with teaching, DA embeds an instructional component,
referred to as mediation, as part of the assessment procedure. Following Vygotsky, the picture of
a person’s abilities is incomplete if focus is restricted to past development as diagnosed by what
the person can achieve independently and without considering those abilities that are emerging
as revealed through responsiveness to mediation. In this way, DA offers insights into learner
abilities not easily obtained through other assessments. Widely employed in special education
and general abilities testing, the second language field has witnessed a rapid growth of interest
in using DA to better understand the full range of learner language abilities and to determine
how instruction can optimally promote the development of all learners. This book brings together
a collection of original studies conducted by scholars in China that build upon methods
and principles from previous DA research and that leverage them to meet local demands. In so
doing, this research collectively illustrates the extension of DA into new cultural contexts while
simultaneously yielding findings that are sure to resonate with language educators, assessors,
and researchers around the world.

This book was originally published as a special issue of Language Assessment Quarterly.

Zielgruppe

Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Lantolf, James P.

Poehner, Matthew E.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

Introduction: Advancing L2 Dynamic Assessment: Innovations in Chinese contexts 1. Enhancing EFL learners’ reading proficiency through Dynamic Assessment  2. An interventionist Dynamic Assessment approach to college English writing in China 3. Promoting learning potential among students of L2 Chinese through Dynamic Assessment 4. Fostering self-regulated young writers: Dynamic Assessment of metacognitive competence in a secondary school EFL class 5. A study on peer mediation in Dynamic Assessment of translation revision competence 6. Dynamic Assessment of the learning potential of Chinese as a second language

Über Autor(innen)

Matthew E. Poehner is Professor of Applied Linguistics and Education at The Pennsylvania
State University, USA.

James P. Lantolf is Greer Professor of Language Acquisition and Applied Linguistics, Emeritus
at The Pennsylvania State University, USA.