Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

2022 ◽  
pp. 146144562110374
Author(s):  
Katerina Nanouri ◽  
Eleftheria Tseliou ◽  
Georgios Abakoumkin ◽  
Nikos Bozatzis
Keyword(s):  
Adult Education ◽  
Family Therapy ◽  
Conversation Analysis ◽  
Epistemic Authority ◽  
Family Therapy Training ◽  
Naturally Occurring ◽  
Therapy Training ◽  
Systemic Family Therapy ◽  
Deontic Authority ◽  
Insight Into

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

scholarly journals Enhancing learning potential score in EFL listening comprehension and self-regulation through self-regulated dynamic assessment procedures

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Parisa Abdolrezapour ◽  
Nasim Ghanbari
Keyword(s):  
Listening Comprehension ◽  
Comparison Group ◽  
Dynamic Assessment ◽  
Self Regulation ◽  
Control Group ◽  
Assessment Procedure ◽  
Learning Potential ◽  
Theoretical Understanding ◽  
Efl Learners ◽  
Assessment Procedures

AbstractThis study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure was based on Vygotsky’s notion of the zone of proximal development and self-regulated intervention. The participants were 49 Iranian EFL learners in three groups: a control group, which received the institute’s regular instructional activities; a comparison group, which received dynamic assessment (DA); and an experimental group which received self-regulated dynamic assessment (SR-DA) procedures, in the form of an intervention focusing on cognitive, emotional, and behavioral self-regulation states of learners. Results of the study pointed to the potential of SR-DA for enhancing the students’ learning potential over and beyond that which is available from the DA (as offered to the comparison group) and the static testing (as offered to the control group). The results have important implications for a theoretical understanding of the mechanisms through which EFL learners develop necessary self-regulation skills in the EFL context.

scholarly journals Vocabulary usage among Asian EFL learners during speech: a corpus-based quantitative analysis of the effects of L1 type, L2 proficiency and task type

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shin'ichiro Ishikawa
Keyword(s):  
Native Speaker ◽  
Structural Complexity ◽  
Task Type ◽  
Sentence Length ◽  
L2 Proficiency ◽  
Content Type ◽  
Efl Learners ◽  
Novice Learners ◽  
Type D ◽  
Task Types

PurposeUsing a newly compiled corpus module consisting of utterances from Asian learners during L2 English interviews, this study examined how Asian EFL learners' L1s (Chinese, Indonesian, Japanese, Korean, Taiwanese and Thai), their L2 proficiency levels (A2, B1 low, B1 upper and B2+) and speech task types (picture descriptions, roleplays and QA-based conversations) affected four aspects of vocabulary usage (number of tokens, standardized type/token ratio, mean word length and mean sentence length).Design/methodology/approachFour aspects concern speech fluency, lexical richness, lexical complexity and structural complexity, respectively.FindingsSubsequent corpus-based quantitative data analyses revealed that (1) learner/native speaker differences existed during the conversation and roleplay tasks in terms of the number of tokens, type/token ratio and sentence length; (2) an L1 group effect existed in all three task types in terms of the number of tokens and sentence length; (3) an L2 proficiency effect existed in all three task types in terms of the number of tokens, type-token ratio and sentence length; and (4) the usage of high-frequency vocabulary was influenced more strongly by the task type and it was classified into four types: Type A vocabulary for grammar control, Type B vocabulary for speech maintenance, Type C vocabulary for negotiation and persuasion and Type D vocabulary for novice learners.Originality/valueThese findings provide clues for better understanding L2 English vocabulary usage among Asian learners during speech.

A Lexical Study Based on Corpora, DDL, and Moodle

2011 ◽  
pp. 204-218
Author(s):  
Yasunori Nishina
Keyword(s):  
Native Speakers ◽  
English Abstract ◽  
Data Driven ◽  
Efl Learners ◽  
Abstract Noun ◽  
Japanese Learners Of English ◽  
Japanese Learners ◽  
Lexical Study ◽  
Implied Meaning ◽  
English Noun

This chapter suggests an effective method for lexical studies using Moodle within the framework of data-driven learning based on parallel concordances, and particularly shows how teachers can prepare and compile materials of a specific keyword for Japanese learners of English. It is often the case that knowledge of L1 possessed by EFL learners affects that of L2 when they do L2 writing. The author shows this using the case of the English abstract noun condition, because it differs in its usage (e.g., implied meaning and context) by English native speakers and by Japanese EFL learners. Errors of this kind can be overcome by presenting parallel concordances concerning translation equivalents and their synonyms of the English noun in question. Thus, the several steps in the compilation of classroom materials based on parallel concordances with Moodle are presented here.

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