Dynamic Assessment of the Learning Potential of Chinese as a Second Language

References

• Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. http://doi.org/10.1111/j.1540-4781.1994.tb02064.x
   Web of Science ®Google Scholar
• Budoff, M. (1968). Learning potential as a supplementary testing procedure. In J. Hellmuth (Ed.), Learning Disorders (Vol. 3) (pp. 295-343). Special Child.
   Google Scholar
• Budoff, M., & Friedman, M. (1964). Learning potential as an Assessment approach to the adolescent mentally retarded. Journal of Consulting Psychology, 28(5), 434–439. https://doi.org/10.1037/h0040631
   PubMedGoogle Scholar
• Chong, Y. F. (2018). Interactive dynamic Assessment applied to oral Chinese teaching. Language Teaching and Linguistic Studies, 6. http://doi.org/10.3969/j.0257-9448.2018.06.005
   Google Scholar
• Feuerstein, R. (1980). Instrumental enrichment: Redevelopment of cognitive functions of retarded performers. University Park Press.
   Google Scholar
• Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (1988). Beyond smarter:Mediated learning and the brain’s capacity for change. Teachers College Press.
   Google Scholar
• Feuerstein, R., Rand, Y., & Hoffman, M. (1979). The dynamic Assessment of retarded performers: The learning potential Assessment device, theory, instruments and techniques. University Park Press.
   Google Scholar
• Feuerstein, R., Rand, Y., & Rynders, J. E. (Eds.) (1988). The learning potential Assessment device. In Don’t accept me as I am (pp. 191–207). Springer.
   Google Scholar
• Fu, P. X., & Wang, J. Q. (2017). The effect of self-language regulation on the development of oral fluency in second language learners. Journal of College of Chinese Language and Culture of Jinan University, 3. http://doi.org/10.3969/j.1674-8174.2017.03.002
   Google Scholar
• Gao, S. C., & Wang, J. Q. (2018). Dynamic Assessment: A new perspective on language Assessment. TESCL Studies, 70. http://doi.org/10.3969/j.1674-8174.2018.02.001
   Google Scholar
• Han, C. P. (2021). Exploration on the teaching reform of business English translation based on sociocultural theory. Modern Education Forum, 4(9). http://doi.org/10.12238/mef.v4i9.4043
   Google Scholar
• Jia, L., & Wang, J. Q. (2021). Effects of mediated interaction on the development of learning potential among L2 learners of Chinese. Journal of Yunnan Normal University, 3. http://doi.org/10.3969/j.1672-1306.2021.03.009
   Google Scholar
• Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Harvard University Press.
   Google Scholar
• Kozulin, A. (2003). Psychological tools and mediated learning. In Vygotsky’s educational theory in cultural context (A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller, Eds.). Cambridge University Press.
   Google Scholar
• Kozulin, A., & Garb, E. (2002). Dynamic Assessment of EFL text comprehension of at-risk students. School Psychology International, 23. http://doi.org/10.1177/0143034302023001733
   Google Scholar
• Lantolf, J. P., & Appel, G. (1994). Vygotskian approaches to second language research. Ablex Publishing Corporation.
   Google Scholar
• Lantolf, J. P., & Poehner, M. E. (2011). Dynamic Assessment in the Foreign language classroom: A teacher’s guide (2th) ed.). CALPER Publications.
   Google Scholar
• Lantolf, J. P., & Thorne, S. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
   Google Scholar
• Lidz, C. (2003). Dynamic Assessment. In R. ‎Fernández-Ballesteros (Ed.), Encyclopedia of psychological Assessment (pp. 337–343). SAGE.
   Google Scholar
• Lin, L. (2016). A research on collaborative learning based on the sociocultural theory. Foreign Language Education, 37(6). http://doi.org/10.16362/j.cnki.cn61-1023/h.2016.06.012
   Google Scholar
• Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry. A Journal of Human Behavior, 31, 1–16. http://doi.org/10.1111/j.1939-0025.1961.tb02104.x
   PubMed Web of Science ®Google Scholar
• Minick, N. (1987). Implications of Vygotskyís theories for dynamic Assessment. In C. S. Lidz (Ed.), Dynamic Assessment: An Interactive approach to evaluating learning potential (pp. 116–140). The Guilford Press.
   Google Scholar
• Niu, R. Y. (2007). An introduction to sociocultural theory and the genesis of second language development. Foreign Language Teaching and Research (Bimonthly), 4. http://doi.org/10.3969/j.1000-0429.2007.04.017
   Google Scholar
• Poehner, M. E. (2005). Dynamic Assessment of advanced L2 learners of French, Doctoral dissertation, Pennsylvania State University.
   Google Scholar
• Poehner, M. E. (2007). Beyond the test: L2 dynamic Assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323–340. http://doi.org/10.1111/j.1540-4781.2007.00583.x
   Web of Science ®Google Scholar
• Poehner, M. E. (2008). Dynamic Assessment: A Vygotskian approach to understanding and promoting L2 development. Springer.
   Google Scholar
• Poehner, M. E. (2011). Validity and interaction in the ZPD: Interpreting learner development through L2 dynamic Assessment. International Journal of Applied Linguistics, 21(2), 244–263. http://doi.org/10.1111/j.1473-4192.2010.00277.x
   Google Scholar
• Poehner, M. E., & Lantolf, J. P. (2005). Dynamic Assessment in the language classroom. Language Teaching Research, 9(3), 233–265. http://doi.org/10.1191/1362168805lr166oa
   Google Scholar
• Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 323–342. http://doi.org/10.1177/1362168813482935
   Web of Science ®Google Scholar
• Poehner, M. E., & Lu, Y. (2021). Dynamic Assessment of L2 writing: Exploring the potential of rubrics as mediation in diagnosing learner emerging abilities. TESOL Quarterly. http://doi.org/10.1002/tesq.3098
   Google Scholar
• Poehner, M. E., & van Compernolle, R. A. (2018). Interaction, change, and the role of the historical in validation: The case of L2 dynamic Assessment. Journal of Cognitive Education and Psychology, 17(1), 28–46. http://doi.org/10.1891/1945-8959.17.1.28
   Web of Science ®Google Scholar
• Qin, L. L., & Dai, W. D. (2013). A study on the ecological task-based language teaching framed by sociocultural theory in second language acquisition. Foreign Language and Their Teaching, 2. http://doi.org/10.13458/j.cnki.flatt.003885
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, volume 1: Problems of general psychology. (R. Reibei & A. Carton, Eds.). Plenum Press.
   Google Scholar
• Wang, J. Q. (in press). Research on the teaching model of Chinese spoken language mediation. The Commercial Press.
   Google Scholar