Computerized dynamic assessment of implicature comprehension in L2 Chinese

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June 26, 2021, 1:01 p.m.

Database record updated on:

Feb. 14, 2022, 10:23 p.m.

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Feb. 14, 2022, 10:23 p.m.

bitstream:

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bitstream_txt:

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collection:

Volume 25 Number 2, June 2021

contributor.author:

Qin, Tianyu van Compernolle, Rémi A.

date.accessioned:

2021-06-25T17:10:33Z

date.available:

2021-06-25T17:10:33Z

date.issued:

2021-06-01

description.abstract:

The focus of this article is on the design and administration of an online computerized dynamic assessment of an important area of pragmatics: implicature comprehension (i.e., indirect meaning). The assessment centered on indirect acceptances, refusals, and opinions. Drawing on Vygotskian psychology, this assessment had a dual aim: (a) to evaluate test-takers’ current capacities as evidenced by independent performance and (b) to evaluate test-takers’ emerging capacities as evidenced by their responsiveness to assistance, or mediation, during the test. Sixty-seven US university learners of Chinese as a foreign language, evenly distributed across beginning, intermediate, and advanced course enrollment levels, took the assessment. The results show that while all test-takers were able to improve with assistance, there was a large degree of individual variation in responsiveness to mediation. In line with the notion of the zone of proximal development, we interpret our findings as evidence that the performances observed with mediation are more informative as a diagnosis of learner capability than independent performance alone. Our discussion therefore focuses on the implications of our testing approach for developing individual teaching and learning plans for test-takers, as well as directions for future research.

description.provenance:

Made available in DSpace on 2021-06-25T17:10:33Z (GMT). No. of bitstreams: 1 25_02_10125-73433.pdf: 487448 bytes, checksum: 30dfcca2eb92b9c669f99c77957e6e1d (MD5) Previous issue date: 2021-06-01

endingpage:

74

identifier.citation:

Qin, T., & van Compernolle, R. A. (2021). Computerized dynamic assessment of implicature comprehension in L2 Chinese. Language Learning & Technology, 25(2), 55–74. http://hdl.handle.net/10125/73433

identifier.issn:

1094-3501

identifier.uri:

http://hdl.handle.net/10125/73433

number:

2

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)

site_url:

/item/10125-73433/

startingpage:

55

subject:

Dynamic Assessment Implicature Comprehension Chinese as a Foreign Language Pragmatics

title:

Computerized dynamic assessment of implicature comprehension in L2 Chinese

type:

Article

type.dcmi:

Text

volume:

25