How interactive discussions support writing development: the application of Dynamic Assessment for learning Chinese rhetoric
نویسنده
چکیده
Background: This study examined the use of student-teacher interactions through dynamic assessment (DA) to diagnose and promote the learner’s comprehension on Chinese writing patterns. Debates over the uses of standardized tests to assess language learners’ performance have been ongoing in the field of second language acquisition for many years. Concerned with the emergence of learners’ new capabilities, DA aims to provide insights that are more likely to be missed by mainstream assessments.
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