Mansoor TAVAKOLİ, Marzieh NEZAKAT-ALHOSSAİNİ

İngilizcenin yabancı dil olarak öğretildiği bir sınıfta düzeltici dönütün dinamik değerlendirme yoluyla uygulanması

The present study tried to investigate the effectiveness of the implementation of corrective feedback in the lightof Dynamic Assessment (DA) techniques which are rooted in ZPD on Foreign language learners learning ofreported speech structures. Two frameworks were used as the theoretical bases in this study; Lantolf andAljaafreh s regulatory scale (1994) and Feuerstein, Rand, and Rynders (1988) Mediated Learning Experience(MLE). Two intact English language classes in a language center (Isfahan-Iran) each having 15 students wererandomly selected; one class was randomly regarded as the experimental group and the other one as the controlgroup. The experimental group received DA-based treatment through the frameworks under focus in this study;however, the control group did not receive such treatment and followed the routines of the language center. Theclasses were tape recorded and were reviewed at the end of each session. After the instruction, the participantstook two post-tests, i.e., one immediately after the treatment, and another one after two weeks. The data werethen qualitatively analyzed after the transcription, and it was concluded that the amalgamation of DA frameworkand Corrective Feedback framework were effective in enhancing the participants learning reported speechstructures, and a long term effect was also observed regarding the experimental group.

Implementation of corrective feedback in an English as a foreign language classroom through dynamic assessment

Bu çalışma düzeltici dönütün uygulanmasının etkililiğini yabancı dil öğrencilerinin dolaylı anlatım yapılarını öğrenmede ZPDye dayanan Dinamik Değerlendirme (DD) teknikleri doğrultusunda araştırmaya çalışmıştır. Buçalışmada teorik temel olarak iki taslak kullanılmıştır; Lantolf ve Aljaafrehin düzenleyici ölçeği (1994) veFeuerstein, Rand, ve Ryndersın (1988) Arabuluculu Öğrenme Tecrübesi (AÖT). Bir dil merkezinde her biri 15öğrenciden oluşan iki tam İngilizce dili sınıfı rastgele seçilmiştir; bir sınıf rastgele deneysel grup olarak ve diğeriise kontrol grup olarak sayılmıştır. Deneysel grupta çalışmada kullanılan taslaklar doğrultusunda DD-tabanlı uygulama gerçekleştirilirken, kontrol grupta bunun gibi bir uygulama yapılmamış ve dil merkezinin rutinuygulamaları izlenmiştir. Kayıtlar kaydedilmiş ve her dersin sonunda gözden geçirilmiştir. Öğretimden sonrakatılımcılar iki tane ardıl sınava (biri uygulamanın hemen sonrasında diğeri iki hafta sonra) girmişlerdir. Veri,çevir yazılardan sonra nitel olarak incelenmiş ve DD ile Düzeltici Dönüt taslaklarının birleşiminin katılımcılarındolaylı anlatım yapılarını öğrenmelerini geliştirmede etkili olduğu sonuçlanmış ve deneysel gruba yönelik uzunvadede bir etki gözlemlenmiştir.

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