ERIC Number: EJ1215574
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0026-7902
EISSN: N/A
L2 Dynamic Assessment: An Activity Theory Perspective
Modern Language Journal, v103 n2 p443-458 Sum 2019
Because scaffolded feedback is a key component of dynamic assessment (DA) and is present in some forms of corrective feedback (CF), it can be unclear how the 2 frameworks differ. Further complicating the distinction, many second language (L2) DA studies have focused on how a teacher provides mediation as a series of prompts, usually in reaction to a learner's error, and what that implies for L2 development. To investigate distinctions between DA and CF from an empirical stance rather than solely a theoretical one, this study utilized activity theory (AT) to analyze the changes that an English-as-a-foreign-language teacher experienced in how he responded to learners' inaccurate utterances as he endeavored to use classroom DA as part of professional development. Findings revealed key distinctions between CF and DA by showing how the discursive tools of mediation were but 1 aspect of change in the teacher's responses, and that other components of the activity system such as subject orientation, division of labor, tools beyond discourse, community, and the outcomes of the responses played a fundamental role in understanding such change. More broadly, findings also revealed how the learning of DA led to a transformation in the teacher's theoretical perspective.
Descriptors: Second Language Learning, Second Language Instruction, Feedback (Response), Student Evaluation, Error Correction, Cues, Evaluation Methods, English (Second Language), Language Teachers, Teacher Student Relationship, Attitude Change, Teacher Attitudes, Faculty Development
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A