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    • Plusieurs versions

    The Zone of Proximal Development and the Genesis of Self‐Assessment

    Poehner, Matthew E.
    Modern Language Journal, December 2012, Vol.96(4), pp.610-622 [Revue évaluée par les pairs]

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    Sociocultural theory and the pedagogical imperative in L2 education : Vygotskian praxis and the research/practice divide

    Lantolf, James P
    Poehner, Matthew E
    New York : Routledge
    2014
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    Titre: Sociocultural theory and the pedagogical imperative in L2 education : Vygotskian praxis and the research/practice divide / James P. Lantolf, Matthew E. Poehner
    Auteur: Lantolf, James P
    Contributeur: Poehner, Matthew E
    Editeur: New York : Routledge
    Date: 2014
    Collation: xv, 252 pages : illustrations ; 23 cm.
    Collection: ESL & applied linguistics professional series
    Documents dans cette collection: ESL & applied linguistics professional series
    Sujet RERO: Sociolinguistique - Langues vivantes - Acquisition linguistique - Étude et enseignement - Linguistique cognitive - Vygotskij, Lev Semenovic
    Sujet LCSH: Second language acquisition -- Social aspects - Vygotskiĭ, L. S. -- 1896-1934
    Description: "Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning -- a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky's sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other ; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the 'pedagogical imperative.' Sociocultural Theory and the Pedagogical Imperative in L2 Education, Elaborates a new approach to dealing with the relationship between theory and practice -- an approach grounded in praxis -- the dialectical unity of theory and practice, Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms, Brings together cognitive linguistics and sociocultural theory the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach, Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA"
    Note: Includes bibliographical references and index.
    Classification: BLE D
    Identifiant: 9780415894173 (hardback) (ISBN); 9780415894180 (paperback) (ISBN)
    No RERO: R007728349
    Permalien:
    http://data.rero.ch/01-R007728349/html?view=FR_V1

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    Dynamic assessment in the foreign language classroom : a teacher's guide

    Lantolf, James P
    Poehner, Matthew E
    University Park, PA : CALPER
    2011
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    Titre: Dynamic assessment in the foreign language classroom [Ressource électronique] : a teacher's guide / James P. Lantolf & Matthew E. Poehner
    Auteur: Lantolf, James P
    Contributeur: Poehner, Matthew E
    Edition: 2nd ed..
    Editeur: University Park, PA : CALPER
    Date: 2011
    Collation: 1 DVD-ROM
    Sujet RERO: Langues vivantes - Étude et enseignement - Allophones - Méthodologie - Évaluation - Éducation
    Sujet RERO - forme: [Multimédias]
    Sujet LCSH: Language and languages -- Ability testing - Language and languages -- Study and teaching - Second language acquisition
    Description: This guide is designed to familiarize teachers with an innovative pedagogical approach known as Dynamic Assessment (DA) which brings instruction and assessment together into a seamless and unified process. It is based on the premise that a full picture of learner development not only requires evidence of what an individual is able to achieve when acting alone but it also necessitates knowledge of how a learner responds to assistance, or mediation, when attempting to carry out tasks that are difficult or impossible to complete independently
    Note: Contient: guide du maître au format PDF, études de cas sous forme de vidéo, "read me". - Les études de cas ont été formatées (qualité haute résolution) pour une utilisation sur Apple's Quicktime Player
    Classification: BLE D
    Identifiant: 9780979395093 (ISBN)
    No RERO: R008254542
    Permalien:
    http://data.rero.ch/01-R008254542/html?view=FR_V1

    • Plusieurs versions

    Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

    Poehner, Matthew E., Infante, Paolo
    TESOL Quarterly, June 2017, Vol.51(2), pp.332-357 [Revue évaluée par les pairs]

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    Dynamic Assessment: fairness through the prism of mediation

    Poehner, Matthew E
    Assessment in Education: Principles, Policy & Practice, 01 May 2011, Vol.18(2), pp.99-112 [Revue évaluée par les pairs]

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    Validity and interaction in the ZPD: interpreting learner development through L2 Dynamic Assessment: Validity and interaction in the ZPD

    Poehner, Matthew E.
    International Journal of Applied Linguistics, 07/2011, Vol.21(2), pp.244-263 [Revue évaluée par les pairs]
    Wiley (via CrossRef)
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    Titre: Validity and interaction in the ZPD: interpreting learner development through L2 Dynamic Assessment: Validity and interaction in the ZPD
    Auteur: Poehner, Matthew E.
    Sujet: Teaching ; Teachers;
    Description: To authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1473-4192.2010.00277.x Byline: Matthew E. Poehner (a) Keywords: zone of proximal development; dynamic assessment; validity; classroom assessment; learner L2 development Abstract: Based on Vygotsky's articulation of the zone of proximal development, dynamic assessment (DA) involves offering mediation to help learners perform beyond their level of independent functioning while simultaneously supporting development of those abilities, and thus integrating teaching and assessment as a single activity. As with any assessment, it is imperative to determine how well L2 DA fulfills its intended purposes, namely providing insights into abilities that are still forming and promoting development. While concerns have been raised over adopting existing concepts and procedures in validation for use in the classroom, this paper relies on key validity notions of evidence, interpretations, and consequences to consider the process of mediator-learner dialoguing on a micro level as well as outcomes of DA interactions. Basee sur le concept de la zone de developpement proximal propose par Vygotsky, l'evaluation dynamique implique que l'on offre aux apprenants des formes de mediation qui les aident a fonctionner au-dela de leur capacite individuelle et qui soutiennent le developpement de leurs competences emergeantes au cours d'une tache. Ainsi, l'evaluation dynamique integre l'enseignement et l'evaluation dans une meme activite. Comme toute autre approche a l'evaluation, il faut imperativement determiner jusqu'a quel point une evaluation dynamisee repond a ses objectifs, notamment d'arriver a mieux connaitre les competences de l'apprenant encore en train de se former et de promouvoir son developpement. Bien que l'application des concepts et des demarches de validation existants en contexte de salle de classe ait ete mise en question, cet article s'appuie sur des notions cles de validite (e.g., indices, interpretations et consequences) afin de considerer le processus des interactions dialogiques entre mediateur et apprenant au micro-niveau ainsi que les resultats de ces interactions en contexte d'une evaluation dynamisee. Author Affiliation: (a)Pennsylvania State University Article History: [Received 15 October, 2010] Article note: email: mep158@psu.edu
    Fait partie de: International Journal of Applied Linguistics, 07/2011, Vol.21(2), pp.244-263
    Identifiant: http://dx.doi.org/10.1111/j.1473-4192.2010.00277.x (DOI)

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    Group Dynamic Assessment: Mediation for the L2 Classroom

    Poehner, Matthew E.
    TESOL Quarterly, 1 September 2009, Vol.43(3), pp.471-491 [Revue évaluée par les pairs]

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    Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning

    Poehner, Matthew E.
    Modern Language Journal, September 2007, Vol.91(3), pp.323-340 [Revue évaluée par les pairs]

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    To correct or to cooperate: Mediational processes and L2 development

    Poehner, Matthew E., Leontjev, Dmitri
    Language Teaching Research, 07/16/2018, p.136216881878321 [Revue évaluée par les pairs]
    Sage Publications (via CrossRef)
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    Titre: To correct or to cooperate: Mediational processes and L2 development
    Auteur: Poehner, Matthew E.; Leontjev, Dmitri
    Sujet: Corrective Feedback ; Dynamic Assessment ; Mediation ; Sociocultural Theory;
    Description: The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process draws attention to changes – either over the course of an activity or from one activity to the next – to the degree of guidance learners require and the ways in which they respond to or negotiate that support. This mediation process, the changes that may be observed, and how these may be interpreted vis-à-vis learner development is illustrated with examples taken from two recent Dynamic Assessment (DA) studies involving Estonian learners of L2 English. The first study focuses upon one-to-one dialogic interaction in an individualized DA program while the second study reports the implementation of a computerized DA procedure ( n = 25). Together, they underscore how the goal of promoting learner L2 development through instruction may be advanced when mediational processes are taken into account and learner developmental trajectories are identified. Implications of mediational processes for future work interested in corrective feedback are discussed.
    Fait partie de: Language Teaching Research, 07/16/2018, p.136216881878321
    Identifiant: 1362-1688 (ISSN); 1477-0954 (E-ISSN); http (DOI)

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    Enhancing student experiences abroad: the potential of dynamic assessment to develop student interculturality

    Harsch, Claudia, Poehner, Matthew E
    Language and Intercultural Communication, 02 July 2016, Vol.16(3), pp.470-490 [Revue évaluée par les pairs]