چکیده:
Given the importance of collocations, different attempts have been made to facilitate their learning. One such attempt has been the the application of dynamic assessment models. This study compared the effectiveness of three DA models including Budoff's Learning Potential measurement, Group Dynamic Assessment, and Intensive Mediated Learning Experience with conventional instruction on the learning of English lexical collocations. One hundred-twenty male students studying English at Allame Helli 5 High School were selected through convenience sampling. A researcher-made collocation comprehension test, containing 100 items, was used as the pre-test. The students were divided into four intact groups. Each group received a different treatment for 16 sessions. A multiple-choice test and a fill-in-the-blanks test, each consisting of 30 items, were used as the post-tests. Analysis of data using one way ANOVA showed that the Intensive-MLE model was more effective than the other models on both comprehension and production of English lexical collocations. The findings may have useful implications for teachers, students, instructional materials designers, and language assessors.
خلاصه ماشینی:
Models of Dynamic Assess- ment Affecting the Learning of English Lexical Collocations Research Article Abbas Ali Zarei*1 Amin Khojasteh2 Received: 2020-01-04 | Revised (2): 2020-07-30 | Accepted: 2020-08-24 Abstract Given the importance of collocations, different attempts have been made to facilitate their learning.
This study compared the effectiveness of three DA models including Budoff's Learning Potential measurement, Group Dynamic Assessment, and Intensive Mediated Learning Experience with conventional instruction on the learning of English lexical colloca- tions.
Among the prevailing models are Buddoff’s Learning Potential Meas- urement Approach (LPMA), Group Dynamic Assessment (G-DA), and Intensive Mediated Language Experience (Intensive-MLE), the potential effect of which we examined on learning collocations.
It is aimed at answering these research questions: 1) Are Budoff's Learning Potential measurement, G-DA, Intensive MLE, and conventional instruction differentially effective on the comprehension of Eng- lish lexical collocations?
2) Are Budoff's Learning Potential measurement, G-DA, Intensive MLE, and conventional instruction differentially effective on the production of English lexical collocations?
The reserachers of this study were interested in finding out whether, and to what extent, applying models of Dynamic Assessment (DA) can influence the learning of lexical collocations.
The results suggested that the students in the exper- imental group, who had received instruction through dynamic assessment strategies, experienced a considerable improvement in their collocational knowledge.
Results of Tukey Post hoc Test for Collocations Comprehension {مراجعه شود به فایل جدول الحاقی} Research Question Two. The second research question investigated the differences among the effects of Budoff's Learning Potential measurement, G- DA, Intensive MLE and conventional instruction on the production of English lexical collocations.