期刊名称：Bellaterra Journal of Teaching & Learning Language & Literature
印刷版ISSN：2013-6196
出版年度：2018
卷号：11
期号：4
页码：59-70
DOI：10.5565/rev/jtl3.751
语种：English
出版社：Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials
摘要：Group dynamic assessment (G-DA), which is grounded in Vygotsky’s sociocultural theory (SCT), explores the role of social interaction and collaboration in the development of participants’ listening performance. This study aimed to investigate the effectiveness of G-DA approach on listening comprehension of English as a foreign language(EFL) learners in two time intervals. To this end, twenty learners were selected from among Iranian EFL learners at an English language institute. The quantitative data analysis revealed that mediational strategies which were offered to learners within the group’s Zone of Proximal Development (ZPD) could enhance their listening comprehension. These findings have important implications for all classroom teachers who can benefit from different designs of integrating instruction and assessment through offering mediational strategies to assist L2 learners in the development of their listening skill.
关键词：dynamic assessment; zone of proximal development; listening comprehension;avaluació dinàmica; zona de desenvolupament pròxim; comprensió oral;evaluación dinámica;zona de desarrollo próximo;comprensión oral;évaluation dynamique; zone proximale de développement; compréhension orale
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