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ERIC Number: ED574601
Record Type: Non-Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 33
Dynamically Assessing Written Language: To What Extent Do Learners of French Language Accept Mediation?
Thou√ęsny, Sylvie
In contrast to standardised assessment, dynamic assessment (DA) simultaneously combines teaching and assessment activities. The key difference between standardised and dynamic approaches lies in the fact that, in the latter, an expert is allowed to provide assistance to a novice during the assessment process. Mediation, whether in the form of interventions or in the form of negotiated interactions between mediators and learners, aims not only to help learners complete the task, but also to promote their cognitive development. Whilst an approach to dynamic assessment implies the mediator's participation, it is equally important to note the involvement of the learner during this process. However, the way in which learners contribute to dynamic assessment tends to be overlooked by researchers. This chapter examines a relatively small corpus of 14 language learners' written texts, who were asked to correct themselves with and without assistance by means of a computer-based application. It then investigates how learners responded to interventions, and how they negotiated mediation in terms of acceptance and refusal. Results not only show that learners' acceptance of mediation is unsystematic, but also demonstrate that learners may refuse and argue the mediation offered. [For the complete volume, "Second Language Teaching and Learning with Technology: Views of Emergent Researchers," see ED574599.] La Grange des Noyes, 25110 Voillans, France. e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A