L2 development around tests: Learner response processes and dynamic assessment
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Matthew E. Poehner
Abstract
This paper examines learner response processes during a Dynamic Assessment (DA) of L2 reading comprehension. We present a detailed case analysis of an L2 French learner whose success in responding to a comprehension item obscures her understanding of the text and the challenges it poses. This aligns with research indicating that learners may orient to such assessments as problem-solving rather than comprehension activities (Rupp, Fern, and Choi 2006). In DA, learner response processes are externalized through dialogue with the assessor, or mediator, who does not simply document these processes but intervenes. We trace how the mediator regulates learner orientation to the task, pursues reasons behind learner choices, and cooperates with the learner to create opportunities for learning during the assessment.
© 2013 by Walter de Gruyter Berlin Boston
Artikel in diesem Heft
- Masthead
- Masthead
- Focus on form as a joint accomplishment: An attempt to bridge the gap between focus on form research and conversation analytic research on SLA
- L2 development around tests: Learner response processes and dynamic assessment
- Language choices in L2 English sentence production: Why speakers could have used modal perfect but didn’t
Artikel in diesem Heft
- Masthead
- Masthead
- Focus on form as a joint accomplishment: An attempt to bridge the gap between focus on form research and conversation analytic research on SLA
- L2 development around tests: Learner response processes and dynamic assessment
- Language choices in L2 English sentence production: Why speakers could have used modal perfect but didn’t
