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.

Acknowledgments

The first author wants to thank Professor James Lantolf and Professor Matthew Poehner, who gave many valuable suggestions in revising this paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Research Funds of Center for the Cognitive Science of Language, Beijing Language and Culture University, Beijing, PRC. [2021JDCX05]; Key Projects of the National Social Science Fundation, PRC. [12AZD113]