{"title":"汉语作为第二语言学习潜力的动态评估","authors":"Zhijun Sun, Peng Xu, Jianqi Wang","doi":"10.1080/15434303.2022.2151911","DOIUrl":null,"url":null,"abstract":"ABSTRACT The construct of learning potential has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental group and administered a pre-, post-, and more difficult transfer test, each focused on verb-resultative constructions. Use of the new learning potential score (LPS) formula allowed for greater differentiation of learner trajectories.","PeriodicalId":46873,"journal":{"name":"Language Assessment Quarterly","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Dynamic Assessment of the Learning Potential of Chinese as a Second Language\",\"authors\":\"Zhijun Sun, Peng Xu, Jianqi Wang\",\"doi\":\"10.1080/15434303.2022.2151911\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The construct of learning potential has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental group and administered a pre-, post-, and more difficult transfer test, each focused on verb-resultative constructions. Use of the new learning potential score (LPS) formula allowed for greater differentiation of learner trajectories.\",\"PeriodicalId\":46873,\"journal\":{\"name\":\"Language Assessment Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2022-12-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Assessment Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/15434303.2022.2151911\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Assessment Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/15434303.2022.2151911","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
Dynamic Assessment of the Learning Potential of Chinese as a Second Language
ABSTRACT The construct of learning potential has been proposed to capture differences between learner independent performance and performance during Dynamic Assessment (DA). This paper introduces a new LPS formula implemented in a DA study involving Pakistani learners of L2 Chinese. Learners were randomly assigned to a control or experimental group and administered a pre-, post-, and more difficult transfer test, each focused on verb-resultative constructions. Use of the new learning potential score (LPS) formula allowed for greater differentiation of learner trajectories.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
