Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension

Autor/inn/en	Barabadi, Elyas; Khajavy, Gholam Hassan; Kamrood, Ali Mehri
Titel	Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.681-700 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Intervention; Interaction; Listening Comprehension; Listening Comprehension Tests; Second Language Learning; English (Second Language); Junior High School Students; Grade 9; Computer Assisted Testing; Scores; Cues; Test Validity; Foreign Countries; Test Construction; Test Content; Statistical Analysis; Iran + Suchen Sie Ihr Suchwort? Interaktion; Hörverständnis; Hörverstehensübung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Stichwort; Testvalidität; Ausland; Testaufbau; Testaufgabe; Statistische Analyse
Abstract	The current study reports the results of a project aimed at assessing L2 listening comprehension by drawing on two approaches to dynamic assessment: interventionist and interactionist. The former approach was actualized by providing two graduated hints which were fixed and standardized for all test takers while the latter was actualized by asking test takers to enter into dialogue with the tester to receive more flexible mediation. By taking into account how much mediation (how many hints) each test taker uses, the computerized listening test automatically provides three scores: traditional score, dynamic score, and learning potential score. 91 grade nine students at Iranian junior high schools took the computerized dynamic test. The findings of the study indicated that while having validity, the test could improve test takers' listening comprehension ability. Moreover, the test made it possible to obtain information regarding test takers' potentiality for learning which goes beyond and over their initial performance level. The pattern of mediation use by test takers across different test items indicated that more challenging listening questions are in need of more flexible and open-ended mediation. Using three scores for each test taker, language teachers can more effectively tailor their instruction to their learners' needs. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01