Titlebook: Dynamic Assessment; A Vygotskian Approac Matthew E. Poehner Book 2008 Springer-Verlag US 2008 Language.SLA.Second Language.Sprachentwicklun

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书目名称Dynamic Assessment影响因子(影响力)




书目名称Dynamic Assessment影响因子(影响力)学科排名




书目名称Dynamic Assessment网络公开度




书目名称Dynamic Assessment网络公开度学科排名




书目名称Dynamic Assessment被引频次




书目名称Dynamic Assessment被引频次学科排名




书目名称Dynamic Assessment年度引用




书目名称Dynamic Assessment年度引用学科排名




书目名称Dynamic Assessment读者反馈




书目名称Dynamic Assessment读者反馈学科排名

facetious

The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Developmentlopment. The Zone of Proximal Development, or ZPD, was Vygotsky’s solution to overcoming the instruction–assessment dualism. The evolution of this concept in Vygotsky’s writings is traced, as are its relations to other aspects of the theory, namely mediation and internalization. The introduction of

follicular-unit

Prevailing Models of Dynamic Assessment’s work outside Russia. The two broad schools of thought on DA, interventionist and interactionist, are introduced, their strengths and drawbacks assessed, and key studies in their research literatures discussed. Interventionist DA, which emphasizes standardization, offers special advantages such as

GRILL

Issues In Dynamic Assessment both because its lack of standardization has made it a popular target of criticism and also because it is in line with Vygotsky’s conceptualization of ZPD-oriented pedagogy and is therefore especially relevant to the classroom. It is argued that interactionist DA’s suitability to classroom applicat

single

Platelet

Understanding L2 Development Through Dynamic Assessmentd of DA interactions that help learners to reconsider and think through problems and better enable the mediator to identify the quality of learners’ understanding of relevant linguistic features. The implications for educators and assessors include the following: overestimates and underestimates of

Platelet

insolence

Profiling L2 Development Through Dynamic Assessmentjoint activity involving mediators, learners, and tasks. This functional system is highly dynamic, with responsibilities and contributions shifting as learners develop and tasks are intentionally rendered more challenging in order to compel learners to continually stretch their abilities. In order t

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receptors