Vygotsky's Sociocultural Theory and Dynamic Assessment in Language Learning

Vygotsky’nin sosyokültürel teorisini ölçme ve değerlendirme alanına uygulayan ‘dinamik ölçme’ yabancı dil öğretimi yapılan sınıflardaki ölçme ve değerlendirme faaliyetlerine yeni bir soluk getirebilecek kapasitededir. Vygotsky’nin teorisinin temel noktası, gelişim ve öğrenmeyi anlayabilmenin yolunun sonuçtan çok sürece odaklanmakla mümkün olacağıdır. Diğer bir deyişle, yabancı dil sınıflarındaki ölçme ve değerlendirme faaliyetlerine getirilebilecek Vygotsky odaklı bir yaklaşıma göre, ‘gelişim sureci’ bir kişinin ya da grubun gelecekteki performansının da habercisi olarak algılanmalıdır. Bu makale, dinamik ölçme konusunu Vygotsky’nin sosyokültürel teorisinin ışığında incelemektedir. Makalede öncelikle teorik çerçeve çizilecek, daha sonra da teorinin yabancı dil öğretimi yapılan sınıflara pratik anlamda nasıl yansıtılabileceği tartışılacaktır.

Vygotsky'nin Sosyokültürel Teorisi ve Dil Öğretiminde Dinamik Ölçme

Applying Vygotsky’s sociocultural theory into assessment, ‘dynamic assessment’ in language learning might offer new insights to language classroom. Vygotsky’s theory basically offers that if we want to understand learning and development, we have to focus on process instead of product. In other words, a Vygotskian approach to language assessment suggests that ‘process of development’ should be seen as a predictor of the individual’s or group’s future performance. This paper takes an in depth look at the issue of dynamic assessment from the standpoint of Vygotsky’s sociocultural theory. First the theoretical framework is drawn, and then the methodological applications of the theory are discussed.

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