Language and Sociocultural Theory最新文献

英文中文

Expanding the role of Dynamic Assessment in language education 拓展动态评估在语言教育中的作用

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Language and Sociocultural Theory

Pub Date : 2019-03-05 DOI: 10.1558/lst.38913

Marta Antón

The four research studies included in this issue exemplify different approaches to the implementation of dynamic assessment (DA) in second language learning and teaching contexts. Although the studies are quite different from each other, they are unified by a focus on learner development and by a genuine effort to respond to challenges in concrete teaching situations in a way that is practical, meaningful, and accessible to teaching practitioners. As a whole, the studies contribute toward the development of a pedagogica program that is based on the principles of sociocultural theory. In what follows, I will briefly review the emergence of DA in the spectrum of assessment trends that depart significantly from traditional assessment, highlighting the main characteristics of DA and how it has been implemented in second language contexts. Then I will discuss how the four articles in this issue illustrate different aspects of DA, and how all of them are innovative and contribute to the expansion of DA in L2 educational settings.

本期包含的四项研究举例说明了在第二语言学习和教学环境中实施动态评估的不同方法。尽管这些研究彼此之间有很大的不同，但它们的统一之处在于关注学习者的发展，并以一种实用的、有意义的、可供教学从业者使用的方式，真正努力应对具体教学情境中的挑战。总的来说，这些研究有助于基于社会文化理论原则的教学计划的发展。在接下来的文章中，我将简要回顾数据分析在一系列评估趋势中出现的情况，这些趋势与传统评估有很大的不同，强调数据分析的主要特征以及它是如何在第二语言环境中实施的。然后，我将讨论本期的四篇文章如何阐述数据分析的不同方面，以及它们如何具有创新性，并为数据分析在第二语言教育环境中的扩展做出贡献。

引用次数: 2

Measuring and Supporting Second Language Development Using Computerized Dynamic Assessment 利用计算机动态评估测量和支持第二语言发展

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Language and Sociocultural Theory

Pub Date : 2019-03-05 DOI: 10.1558/lst.31710

Jie Zhang, Xiaofei Lu

This study developed an innovative framework for measuring and supporting second language development through integrating diagnostic language assessment and instruction by incorporating mediation. Nineteen students enrolled in an intermediate Chinese listening and speaking course at a large public university in the Midwest United States took a computerized dynamic assessment (C-DA) listening test in the Spring 2015 semester. The C-DA test differed from traditional standardized tests in that it diagnosed not only students’ fully developed abilities but also their emerging abilities. It offered students graduated mediational prompts for items they had difficulty with and tracked the amount of mediation they needed for those items. The test report also included a learner profile detailing each student’s independent and mediated performance on clusters of items designed to test different language constructs. Based on the results of the diagnostic C-DA test, students were categorized in three groups, and each group was offered instructional support tailored to their listening abilities and learning needs. Analysis of the diagnostic test reports, student interviews, and end-of-semester student evaluations of the course provided evidence that the integration of diagnostic language assessment and instruction that incorporates appropriate mediation helped creating a coherent and effective pedagogy for the students.

这项研究开发了一个创新的框架，通过整合诊断性语言评估和中介教学来衡量和支持第二语言的发展。2015年春季学期，19名就读于美国中西部一所大型公立大学的中级汉语听说课程的学生参加了计算机动态评估（C-DA）听力测试。C-DA测试不同于传统的标准化测试，它不仅诊断学生的全面发展能力，还诊断他们的新兴能力。它为毕业的学生提供了他们有困难的项目的调解提示，并跟踪了这些项目所需的调解量。测试报告还包括一份学习者档案，详细说明了每个学生在测试不同语言结构的项目集群上的独立和中介表现。根据诊断性C-DA测试的结果，学生被分为三组，每组都得到了针对他们听力能力和学习需求的教学支持。对该课程的诊断性测试报告、学生访谈和期末学生评估的分析提供了证据，证明诊断性语言评估和教学的结合，包括适当的调解，有助于为学生创造连贯有效的教学法。

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引用次数: 10

Dynamic Assessment: Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom 动态评估：促进在职教师在二语课堂上的概念发展和教学信念

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Language and Sociocultural Theory

Pub Date : 2019-03-05 DOI: 10.1558/lst.38915

Próspero N. García

This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI). Although the effectiveness of this instructional approach in the development of L2 instructors (van Compernolle and Henery, 2015; Williams, Abraham, and Negueruela, 2013), and the use of DA to facilitate L2 development (Anton, 2009; Davin, 2013; Lantolf and Poehner, 2011, 2014; Poehner, 2008) have been both investigated, there is no research addressing the role of DA in fostering the development of in-service L2 teachers’ conceptual language awareness after being exposed to CBI. This article intends to address this gap by exploring the case study of Glinda (pseudonym), an experienced in-service teacher of Spanish whose L1 was also Spanish, and her developing linguistic and pedagogical beliefs regarding the concept of aspect before and after conceptual instruction.

这篇关于教师认知的文章探讨了交互式动态评估(DA)模型的实施，以中介和确定在职第二语言教师在接受基于概念的教学(CBI)后的微遗传概念发展。尽管这种教学方法在培养第二语言教师方面的有效性(van Compernolle and Henery, 2015;Williams, Abraham, and Negueruela, 2013)，以及使用数据分析促进第二语言发展(Anton, 2009;Davin, 2013;Lantolf and Poehner, 2011, 2014;Poehner, 2008)都进行了调查，但没有研究涉及在接触CBI后，DA在促进在职第二语言教师概念语言意识发展方面的作用。本文试图通过对母语也是西班牙语的资深西班牙语在职教师葛琳达(化名)的案例研究，以及她在概念教学前后对方面概念的语言学和教育学信念的发展，来解决这一差距。

引用次数: 5

Collaborative use of multimodal resources in discussions of L2 grammatical meaning: A microgenetic analysis 二语语法意义讨论中多模态资源的协同使用：微观成因分析

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Language and Sociocultural Theory

Pub Date : 2018-12-12 DOI: 10.1558/LST.32487

Christine M. Jacknick

Gesture use in the second language classroom has been a focus of much recent research pairing a micro-discourse analytic lens with sociocultural theory (Matsumoto and Dobs, 2016; Rosborough, 2014; Smotrova and Lantolf, 2013; van Compernolle, 2015; van Compernolle and Smotrova, 2014), with several researchers noting that examination of gesture use during grammar lessons is an under-researched area (Hudson, 2011; Lazaraton, 2004; Smotrova, 2014). This study addresses this gap by examining the collaborative multimodal interaction of learners and their teacher during a teacher-fronted grammar lesson in an adult English as a Second Language classroom, with particular focus on gesture. By revealing how spontaneously occurring gestures in the classroom facilitate discussion, and ultimately, understanding of a grammatical form, this study underscores the value of using fine-grained analysisof multimodal classroom interaction to reveal microgenesis.

手势在第二语言课堂中的使用一直是最近将微观话语分析镜头与社会文化理论相结合的研究的焦点(Matsumoto和Dobs, 2016;Rosborough 2014;Smotrova and Lantolf, 2013;van Compernolle, 2015;van Compernolle和Smotrova, 2014)，几位研究人员指出，语法课中手势使用的检查是一个研究不足的领域(Hudson, 2011;Lazaraton, 2004;Smotrova, 2014)。本研究通过研究在成人英语作为第二语言课堂中，学习者和教师在教师主导的语法课上的合作多模式互动，特别关注手势，解决了这一差距。通过揭示课堂上自发发生的手势如何促进讨论，并最终促进对语法形式的理解，本研究强调了使用多模态课堂互动的细粒度分析来揭示微发生的价值。

引用次数: 2

Thinking through the non-native language: The role of private speech in mediating cognitive functioning in problem solving among proficient non-native speakers 通过非母语思考：在精通非母语的人中，私人言语在解决问题的认知功能中的中介作用

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Language and Sociocultural Theory

Pub Date : 2018-12-12 DOI: 10.1558/LST.35975

M. M. Garbaj

Extending Vygotsky's theory and research to non-native language speakers, the literature available to date has provided inconclusive findings on whether L2 speakers use the non-native language to mediate thinking in problem solving. Avoiding limitations in previous studies, the present study investigated private speech produced by non-native speakers with the objective of discovering whether the non-native language can be effectively used as a medium for thinking just as the L1. Non-technical highly challenging multi-level problem-solving activity was utilized to collect private speech from four native speakers and seven L2 speakers of English. Data analysis focused on examining the characteristics of private speech in order to assess cognitive mediation in the L2. The results provided strong evidence that proficient speakers - with extensive formal and informal language acquisition experiences - used the non-native language to mediate their thinking and, unlike in previous research, there was no reversion to the L1.

将维果茨基的理论和研究扩展到非母语使用者，迄今为止的文献对二语使用者是否使用非母语来调解问题解决中的思维提供了不确定的发现。为了避免以往研究的局限性，本研究调查了非母语人士的私人言语，目的是发现非母语语言是否可以像L1一样有效地用作思维媒介。利用非技术性、高挑战性的多层次问题解决活动，收集了四名母语为英语的人和七名二语使用者的私人演讲。数据分析侧重于考察私人言语的特征，以评估第二语言中的认知中介。研究结果提供了强有力的证据，证明精通英语的人——有着广泛的正式和非正式语言习得经验——使用非母语来调节他们的思维，与之前的研究不同，他们没有回归L1。

引用次数: 2

Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation 社会文化视野下的职前教师教育——以概念中介教学为例

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Language and Sociocultural Theory

Pub Date : 2018-12-12 DOI: 10.1558/LST.37792

O. Esteve, F. Fernández, Asunción Bes

This article presents an exemplary case-study that investigates the impact of a socioculturally based formative model in a pre-service teacher education program. From a sociocultural perspective, teachers' development involves a dynamic and social process of meaning mediation, where their beliefs or initial representations are to be confronted with the scientific concepts underlying good teaching practices (Esteve, 2018; Johnson, 2009). As a result of that confrontation, the initial pre-understandings should be reshaped and reconceptualized. The case-study presented is framed within an undergraduate subject that seeks to help pre-service teachers reconceptualize their understanding of 'assessment' through a formative model blending Vygotsky's double stimulation strategy with Gal'perin's Concept-Based Instruction (CBI) (Esteve et al., 2017; Esteve, 2018). This model entails activities of conceptual manipulation triggered by both reflective tasks and instruments, such as the Visual Reflective Diary (VRD), an instrument for pre-service teachers to ongoingly engage in dialogical thinking. Data from a single Visual Reflectice Diary (VRD) has been considered along with Negueruela's semiogenetic analysis (2011, 2013) conveniently adapted and implemented. The results of analysing this VRD support the evidence that the socioculturally-based formative process developed does contribute to expanding preservice teachers' pre-understandings of 'assessment', as an intrapersonally and interpersonally based, cognitively and emotionally driven process.

本文提供了一个示例性的案例研究，调查了基于社会文化的形成模式在职前教师教育计划中的影响。从社会文化的角度来看，教师的发展涉及一个意义中介的动态社会过程，在这个过程中，他们的信仰或最初的表征将与良好教学实践背后的科学概念相面对（Esteve，2018；Johnson，2009）。由于这种对抗，最初的预先理解应该被重塑和重新定义。所提供的案例研究是在一个本科生学科中进行的，该学科旨在通过一个将维果茨基的双重刺激策略与加尔佩林的基于概念的教学（CBI）相结合的形成性模型，帮助职前教师重新定义他们对“评估”的理解（Esteve et al.，2017；Esteve，2018）。这种模式包括由反思任务和工具触发的概念操纵活动，如视觉反思日记（VRD），这是一种让职前教师持续参与对话思维的工具。来自单个视觉反射日记（VRD）的数据已被考虑，同时Negueruela的半成因分析（20112013）也被方便地改编和实施。分析该VRD的结果支持了这样的证据，即所发展的基于社会文化的形成过程确实有助于扩大职前教师对“评估”的预先理解，这是一个基于个人内部和人际、认知和情感驱动的过程。

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引用次数: 10

Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning by I. M. Arievitch (2017) 《超越大脑：思维、发展和学习的能动活动视角》，I.M.Arievitch著（2017）

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Language and Sociocultural Theory

Pub Date : 2018-10-29 DOI: 10.1558/LST.37497

Steven G. Mccafferty

Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning by I. M. Arievitch (2017)

《超越大脑：思维、发展和学习的能动活动视角》，I.M.Arievitch著（2017）

引用次数: 4

The Integrated Plurilingual Approach 综合复数法

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Language and Sociocultural Theory

Pub Date : 2017-02-06 DOI: 10.1558/LST.V3I2.32868

O. Esteve, F. Fernández, E. Martín-Peris, E. Atienza

This paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). To this purpose, a didactic model has been developed, the so-called Integrated Plurilingual Approach, which is to serve as a comprehensible scientific orienting basis for helping teachers to move informedly towards plurilingual education. Furthermore, the resulting formative intervention is based on a sociocultural perspective of teacher development and is carried out through external dialogic mediation (Johnson, 2009). Accordingly, teachers participating in the project find their own conceptions about additional language teaching confronted with the scientific concepts of the new model. As a result, they engage in a reconceptualization process that empowers them to transform their teaching practice, as significantly supported by the data of an exemplary analysis.

本文介绍了一个仍在进行的形成性研究项目，旨在为西班牙学校从多语言、交际和概念的角度采用新的教学方法提供指导（Cummins，2007；Negueruela，20082013）。为此，开发了一种教学模式，即所谓的综合多语言教学法，作为一个可理解的科学指导基础，帮助教师在知情的情况下走向多语言教育。此外，由此产生的形成性干预是基于教师发展的社会文化视角，并通过外部对话调解进行的（Johnson，2009）。因此，参与该项目的教师在面对新模式的科学概念时，找到了自己的外语教学观。因此，他们参与了一个重新概念化的过程，这使他们能够改变他们的教学实践，这得到了示例分析数据的有力支持。

引用次数: 19

Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context 在大规模测试环境中使用基于概念的动态评估来发展二语口语能力

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Language and Sociocultural Theory

Pub Date : 2017-02-06 DOI: 10.1558/LST.V3I2.32866

T. Levi

Oral language proficiency (OLP) is a central facet of foreign language learning. Nevertheless, it is a component that is challenging both to teach and to test (Luoma, 2004). In an effort to optimize these processes, this paper examines the application of the Vygotskian notion of Dynamic Assessment (DA) as a means to prioritize the learning-assessment relationship with a view to enhancing OLP performance and up-scaling DA use for larger groups of learners to match large-scale test contexts. In this study, Israeli high-school students preparing for their matriculation OLP test in EFL, which focuses on the measures of Communicative Ability (fluency) and Accuracy, underwent a single short-term DA mediation session following a pre-test. A teacher-tester administered the mediation to individuals and groups of students as they analyzed a video recording of their pre-tests, equipped with a theoretical scientific-concept-based instrument (SCOBA). Post- and follow-up tests were given to all participants. Findings show that students who underwent DA mediation improved scores in the post- and follow-up tests for both measures, suggesting that this form of DA mediation may have beneficial short and longer-term impact on OLP performance within a large-scale context.

口语能力(OLP)是外语学习的一个核心方面。然而，这是一个教学和测试都具有挑战性的组成部分(Luoma, 2004)。为了优化这些过程，本文研究了Vygotskian动态评估(DA)概念的应用，作为优先考虑学习-评估关系的一种手段，以期提高OLP的性能，并扩大DA的使用，使更大的学习者群体能够匹配大规模的测试环境。在本研究中，以色列高中生在准备他们的英语入学OLP测试，该测试侧重于沟通能力(流利性)和准确性的测量，在预测试后进行了一次短期的DA调解。一名教师测试员在学生个人和小组分析他们预考的录像时对他们进行了调解，这些录像配备了基于理论科学概念的仪器(SCOBA)。对所有参与者进行了术后和随访测试。研究结果表明，接受DA调解的学生在两项测量的事后和后续测试中得分都有所提高，这表明这种形式的DA调解可能对大规模背景下的OLP表现有有益的短期和长期影响。

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引用次数: 4

Bilingual children's use of lexical strategies under narrative monologue and dialogue conditions. 双语儿童在叙述独白和对话条件下的词汇策略使用。

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Language and Sociocultural Theory

Pub Date : 2014-01-01 Epub Date: 2014-11-07 DOI: 10.1558/lst.v1i2.101

Kai J Greene, Lisa M Bedore, Elizabeth D Peña

Purpose: This study examined lexical strategies produced by Spanish-English bilingual kindergartners across two different narrative elicitation tasks.

Method: Fifty participants (M = 67.24 months) produced narratives in English under monologue and dialogue conditions. Participants were placed in high and low language performance groups determined by results from a bilingual language screener. Per parent report, children were matched by age, current language use, and age of first exposure to English. Analyses examined strategy types across participants' performance levels and task condition. Further evaluation compared strategy usage with general language productivity measures.

Results: Child learners access similar lexical strategies as reported for adult second language learners. Performance level did not differentiate strategy type and frequency of use. Overall, participants relied more on all-purpose words and code-switching in the monologue condition, while employment of word approximation and literal translation increased during the mediated dialogue sessions. Application of all-purpose words, word approximations, and literal translation influenced utterance length and lexical diversity.

Conclusions: Participants adjusted lexical strategy use according to narrative condition. The application of mediated learning serves as an instructional model that reveals information specific to young second language learners. Application of all-purpose words, word approximations, and literal translation influenced utterance length and lexical diversity.

Implications: Insight to the characteristics of bilingual children's language processing skills guides evidenced-based instructional decisions.

目的:本研究考察了西英双语幼儿园幼儿在两种不同的叙事启发任务中产生的词汇策略。方法:50名参与者(M = 67.24个月)在独白和对话条件下用英语进行叙述。根据双语筛选者的结果，参与者被分为语言表现高和低的两组。根据家长的报告，孩子们按年龄、当前语言使用和第一次接触英语的年龄进行匹配。分析检查了参与者的表现水平和任务条件下的策略类型。进一步的评估将策略使用与一般的语言生产力指标进行了比较。结果:儿童学习者获得与成人第二语言学习者相似的词汇策略。性能水平不能区分策略类型和使用频率。总体而言，在独白条件下，参与者更多地依赖万能词和代码转换，而在中介对话条件下，单词近似和直译的使用增加。通用词、词语近似值和直译的使用影响了话语长度和词汇多样性。结论:被试根据叙事情境调整词汇策略的使用。中介学习的应用作为一种教学模式，揭示了青少年第二语言学习者特有的信息。通用词、词语近似值和直译的使用影响了话语长度和词汇多样性。启示:对双语儿童语言处理技能特征的洞察可以指导基于证据的教学决策。

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