Dr. Sedigheh Vahdat, Hajar Yazdanbakhsh & Dr. Kiumars Razavipour

Shahid Chamran University

 

Dynamic assessment (DA), rooted in sociocultural theory (SCT), holds the promise to remedy the pitfalls inherent in traditional static assessment procedures. Whereas previous research has demonstrated the superiority of DA to static assessments in select areas of grammar and vocabulary, similar studies are missing on how DA might have a bearing on collocation learning.  To examine the potential of DA in fostering collocational competence of L2 learners, the present study aimed at investigating the differential outcomes that might be obtained if DA is applied. To this aim, two intact high school classes consisting of 39 third graders, age range 16 to 17, participated in the study. The two classes were randomly assigned to DA and static assessment groups. After giving a pretest, piloted and validated on a similar sample of students, to gauge participants’ current level of collocational knowledge, the experimental group received instruction based on Lantolf and Aljaafreh (1994) framework for 8 sessions. The control group received the same instructional content using non-DA procedures. As a post-test, both groups took an equivalent form of the pretest by the end of the instructional time. T-tests results pointed to the higher efficiency of DA in improving EFL learners’ collocational knowledge, compared to that of static assessment. The findings of the study can have useful implications for EFL learners, teachers and test designers. The implications the findings hold for both research and pedagogy are further discussed.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.