학위논문 (석사)-- 서울대학교 대학원 사범대학 외국어교육과(영어전공), 2017. 8. 소영순.This study explored two cases of Korean middle school students who participated in DA (Dynamic Assessment) in teaching grammar. Two middle school students from Seoul were chosen as participants based on their English proficiency and a lack of over-seas study experience. The study employed a qualitative approach to get an in-depth ex-amination of the two students syntactic development of target forms. The methods of data collection used were picture description tasks. First, students were asked to write a paragraph describing the given pictures, using grammatical structures that were found to be problematic for them. Then, the mediator read their writing to detect any errors and provided mediation based on a mediation scale in order to lead the student to correct their errors. After each individual session with the students, the mediator transcribed the recording of the session and drew Language-Related Experiences. The findings of the study are 1) the frequency of the mediation scale varied2) students English proficiency levels and the nature of target forms influenced the effectiveness of the mediation3) students used their first and second languages as mediational tools, relying on different modes of language with varying portions4) the teacher played a crucial role in imple-menting DA as the mediator. Based on the aforementioned findings, the following peda-gogical implications were drawn: 1) mediation has a pedagogical impact on enhancing students linguistic development2) real-world constraints should be overcome to im-plement DA in the Korean context3) DA can be a tool to develop teacher expertise.CHAPTER 1. INTRODUCTION 1
1.1. Background and Purpose of the Study 1
1.2. Research Questions 5
1.3. Organization of the Thesis 5
CHAPTER 2.LITERATURE REVIEW 7
2.1. Dynamic Assessment in Language Learning 7
2.1.1. Dynamic Assessment in Second Language Learning 7
2.1.2. Dynamic Assessment in Teaching Grammar 9
2.1.3. Dynamic Assessment in Korean Context 12
2.2. Mediation in Dynamic Assessment 14
2.2.1. Traditional approach to feedback 14
2.2.2. Feedback in the Sociocultural approach 18
2.2.3. Mediation in DA 20
CHAPTER 3.METHODOLOGY 28
3.1. Participants 28
3.1.1. Student A 28
3.1.2. Student B 29
3.2. Instruments 30
3.2.1. Picture-description task 30
3.2.2. Mediation Scale 31
3.3. Procedures 33
3.3.1. Research Design 33
3.3.2. Pre-Test 35
3.3.3. Target forms 36
3.3.4. DA program 37
3.3.5. Post-Test 38
3.3.6. Posterior Interview 39
3.4. Data Analysis 39
CHAPTER 4. RESULTS 45
4.1. Student A: a talkative initiator 45
4.1.1. Learning Past Tense 47
4.1.2. Learning Conjunctions 62
4.1.3. Posterior Interview 74
4.1.4. Summary of Student As development 75
4.2. Student B: A Silent, cautious learner 77
4.2.1. Learning Conjunctions 80
4.2.2. Learning Other Relevant Forms 90
4.2.3. Posterior Interview 100
4.2.4. Summary of Student Bs development 103
4.3. The effect of mediation scale on grammar learning of two target forms 107
CHAPTER 5.DISCUSSION 116
5.1. Language as the tool for mediation 116
5.2. The role of the teacher in dynamic assessment 117
CHAPTER 6.CONCLUSION 120
6.1. Major Findings 120
6.2. Implications 121
6.3. Limitation and Suggestions for Further Research 123
REFERENCES 125
APPENDICES 136
국 문 초 록 164Maste
