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The Potentials of Dynamic Assessment for the Development of English Speaking Performance: A Microgenetic Analysis

김성우|손가영
한국영어교과교육학회 (The Korea English Education Society)|2017.02|영어교과교육 (Journal of the Korea English Education Society)|제16권 제1호|pp. 47-82|DOI 10.18649/jkees.2017.16.1.47

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초록

A majority of speaking tests in the Korean secondary education system tend to ask students to speak from memory, taking solo performance for granted. In this situation, the present study explores the potentials of dynamic assessment (DA), a developmentally-sensitive, collaborative testing procedure inspired by the Russian psychologist Lev Vygotsky and his colleagues. Using the case study method, the study gives a rich, grounded view of seven DA sessions. Results show that the mediator’s mediational feedback and the learner’s reciprocating moves shifted in tandem, leading to a decrease in the mediator’s explicit feedback and an increase in the learner’s proactive moves. Furthermore, a microgenetic and qualitative analysis reveal a close relationship among the learner’s developing linguistic profiles, dynamic reciprocating moves, and the cognitive and collaborative strategies for meaning making. The study also discusses the implications and practical value of DA in Korea while reporting the opinions of fifteen in-service and pre-service teachers with regard to the feasibility and potentials of the DA procedure under the Free Semester Program proposed by the Ministry of Education.

Abstract

A majority of speaking tests in the Korean secondary education system tend to ask students to speak from memory, taking solo performance for granted. In this situation, the present study explores the potentials of dynamic assessment (DA), a developmentally-sensitive, collaborative testing procedure inspired by the Russian psychologist Lev Vygotsky and his colleagues. Using the case study method, the study gives a rich, grounded view of seven DA sessions. Results show that the mediator’s mediational feedback and the learner’s reciprocating moves shifted in tandem, leading to a decrease in the mediator’s explicit feedback and an increase in the learner’s proactive moves. Furthermore, a microgenetic and qualitative analysis reveal a close relationship among the learner’s developing linguistic profiles, dynamic reciprocating moves, and the cognitive and collaborative strategies for meaning making. The study also discusses the implications and practical value of DA in Korea while reporting the opinions of fifteen in-service and pre-service teachers with regard to the feasibility and potentials of the DA procedure under the Free Semester Program proposed by the Ministry of Education.

참고문헌 (50)

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관련 논문AI추천

Application of Dynamic Assessment in a College Writing Class표경현현대영어교육학회 · 현대영어교육2012 · 제13권 제1호Students’ Perceptions on Dynamic Assessment in a College Speaking Class표경현대한영어영문학회 · 영어영문학연구2012 · 제54권 제4호초등영어교육에서 역동적 평가의 적용강성우현대영어교육학회 · 현대영어교육2011 · 제12권 제2호ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary LearningAli Akbar Jafarpour, Azizullah Mirzaei, Leila Shakibei아시아테플 · Journal of Asia TEFL2017 · 제14권 제1호국내 영어 교육에서 Vygotsky 이론 관련 연구 동향 분석박매란, 안혜성한국영어교과교육학회 · 영어교과교육2020 · 제19권 제1호Effectiveness of Korean Elementary EFL Learners’ Writing in English through Dynamic AssessmentDiana Joo Lee한국영어교과교육학회 · 영어교과교육2024 · 제23권 제4호

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