000 03409nam a22005175i 4500
001 978-0-387-75775-9
003 DE-He213
005 20161121230827.0
007 cr nn 008mamaa
008 100301s2008 xxu| s |||| 0|eng d
020 _a9780387757759
_9978-0-387-75775-9
024 7 _a10.1007/978-0-387-75775-9
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
082 0 4 _a407.1
_223
100 1 _aPoehner, Matthew E.
_eauthor.
245 1 0 _aDynamic Assessment
_h[electronic resource] :
_bA Vygotskian Approach to Understanding and Promoting L2 Development /
_cby Matthew E. Poehner.
264 1 _aBoston, MA :
_bSpringer US,
_c2008.
300 _aXII, 202 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Linguistics,
_x1572-0292 ;
_v9
505 0 _aDynamic Assessment – Theory, Models, and Challenges -- Introducing Dynamic Assessment -- The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Development -- Prevailing Models of Dynamic Assessment -- Issues In Dynamic Assessment -- Dynamic Assessment and Second Language Development -- Toward A Model Of L2 Dynamic Assessment -- Understanding L2 Development Through Dynamic Assessment -- Promoting L2 Development Through Dynamic Assessment -- Profiling L2 Development Through Dynamic Assessment -- Constructing a Future for L2 Dynamic Assessment.
520 _aDynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.
650 0 _aEducation.
650 0 _aLinguistics.
650 0 _aApplied linguistics.
650 0 _aLanguage and education.
650 0 _aEducational psychology.
650 1 4 _aEducation.
650 2 4 _aLanguage Education.
650 2 4 _aLinguistics, general.
650 2 4 _aApplied Linguistics.
650 2 4 _aLearning & Instruction.
650 2 4 _aPedagogic Psychology.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387757742
830 0 _aEducational Linguistics,
_x1572-0292 ;
_v9
856 4 0 _uhttp://dx.doi.org/10.1007/978-0-387-75775-9
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c504566
_d504566