Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

Abstract

While the teachability of second language (L2) pragmatics has been the subject of considerable recent research interest (e.g. Bardovi-Harlig, 2011;Murray, 2011), testing the ability to infer implicatures in L2 has received limited attention (Roever, 2006). This study, therefore, tested the applicability of Group dynamic assessment (G-DA), rooted in Vygotskian socio-cultural theory (SCT), in assessing intermediate learners' pragmatic knowledge of conversational implicatures in the context of listening while simultaneously identifying the mediational strategies that can nurture the development of this knowledge. To this end, 50 English as Foreign Language (EFL) learners of two intermediate intact classes at a language institute in Iran were selected to participate in this study (experimental group=24 and control group=26). Both groups went through a multi-assessment procedure in the format of dynamic and non-dynamic pretest -enrichment phase-dynamic and non-dynamic posttest. Only the experimental group received mediational support during the ten-week G-DA procedure. The study employed both qualitative and quantitative data analyses. The qualitative analysis of G-DA interactions led to the detection of nine mediational strategies ranging in their degree of explicitness. Moreover, both qualitative and quantitative data analyses revealed that the mediational support offered resulted in significant changes in the listening ability of the learners improving their pragmatic understanding of conversational implicatures. The findings may be revealing in that they support G-DA and its applicability to Second Language (L2) listening comprehension and pragmatics instruction.

Dynamic assessment in EFL classrooms: Assessing listening comprehension in three proficiency levels

“…By doing so, the mediator was able to create a group ZPD through which she attempted to push individual learners' forward in their ZPD. These findings are in line with the results of previous DA studies on listening comprehension for example Ableeva (2010), Hidri (2014) andHashemi Shahraki et al (2015). Moreover, they accord with the results of DA studies done in a group format for example Lantolf and Poehner (2011), Davin (2013), and Gibbons (2003.…”

“…Another study done in G-DA is Hashemi Shahraki, Ketabi and Barati (2015). In their study, they focused on the effects of group DA on learners' pragmatic knowledge of conversational implicatures in the context of listening.…”

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

“…In addition, Emadi and Arabmofrad ( 2015 ) showcased a comprehensive account of interactive listening and found that DA instructions boosted the test-takers to initiate developmental changes. Hashemi Shahraki et al ( 2015 ) carried out a study to estimate test-takers’ listening conversational implicatures of pragmatic knowledge and conveyed that the mediational support improved their pragmatic grasp of conversational implicatures. For Wang ( 2015 ), DA of listening enhances the amalgamation of assessment and instruction.…”