چکیده

Dynamic Assessment (DA) is an orientation toward measuring learners’ achievements through including mediation into the assessment process and attempts to integrate learning and appraising. Various models of DA have been utilized in second language acquisition and have proved their significant contribution; however, there is a paucity of research regarding their implementation for acquiring pragmatic knowledge in general and pragmatic comprehension in particular. Therefore, the present study sought to investigate the effect of interactionist and interventionist models of DA on the accuracy and speed of pragmatic comprehension among a sample of 60 advanced EFL. The participatory students were randomly assigned into an interactionist DA group, an interventionist DA group, and a control (Non-DA) group. The Listening Pragmatic Comprehension test (Garcia, 2004) including 28 conversations each followed by 8 items that assess a range of pragmatic knowledge including both pragmalinguistic forms and sociopragmatic norms was used both as a pretest and as posttest. During the 14-session treatment, interactionist DA group received metapragmatic instruction about the 28 conversations in the test and learners interacted with each other and the teacher. Assistance and scaffolding were continuously provided by the teacher as the more knowledgeable other (MKO) with learners’ ZPD. The interventionist DA class received its treatment based on DA procedures as presented by Lantolf and Poehner (2011). However, the Non-DA group students received metapragmatic instruction about the conversations and the related pragmatic concepts from the instructor without any DA-based intervention or interaction among the involved parties. Data analysis using paired t-tests revealed that all three groups’ pragmatic comprehension accuracy and speed improved significantly irrespective of the given treatment; however, the application of one-way ANCOVA revealed that the three groups significantly differed in their pragmatic comprehension accuracy. Post hoc comparison showed a more significant effect for DA groups over the control group. Moreover, interventionist DA did significantly better than the interactions DA group. However, no significant differences were located among the study groups for pragmatic comprehension speed. These findings imply that teachers can incorporate interventionist and interactionist DA into their L2 classes to foster learners’ pragmatic comprehension accuracy.

کليدواژه ها

Dynamic assessment, interventions DA, interactionist DA, pragmatic comprehension

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Malmir Ali , 1398 , The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Pragmatic Comprehension Accuracy and Speed , اولين کنفرانس بين المللي مطالعات زبان انگليسي