Research on the Practice of Teachers’ Dynamic Assessment Based on the Theory of the Zone of Proximal Development
Authors
Boya Li1, *, †, Wenrui Li2, *, †, Jiabao Wu3, *, †
1Fujian Agriculture and Forestry University, Fuzhou, Fujian, China
2Beijing Normal University - Hong Kong Baptist University United International College, Zhuhai, Guangdong, China
3University Putra Malaysia, Serdang, Selangor, Malaysia
3
author3gs61779@student.upm.edu.my
†
Those authors contributed equally.
*Corresponding author. Email: 1 author1 1747746235@qq.com
Corresponding Author
Boya Li
Available Online 1 February 2022.
- DOI
- 10.2991/assehr.k.220131.103How to use a DOI?
- Keywords
- The zone of proximal development; second language acquisition; teaching
- Abstract
The zone of proximal development was originally a concept in psychology, which was later introduced into the theory of second language acquisition. How to apply this theory to dynamic assessment of students in second language acquisition class is still a difficult problem for teachers. Our purpose is to study how teachers locate students’ ZPD in second language acquisition classes and make dynamic assessment of students through asking questions or other forms of methods which level students are in. This assessment is dynamic, is not a test to give the student to the layered assessment to the degree of knowledge.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Boya Li AU - Wenrui Li AU - Jiabao Wu PY - 2022 DA - 2022/02/01 TI - Research on the Practice of Teachers’ Dynamic Assessment Based on the Theory of the Zone of Proximal Development BT - Proceedings of the 2021 International Conference on Education, Language and Art (ICELA 2021) PB - Atlantis Press SP - 572 EP - 576 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220131.103 DO - 10.2991/assehr.k.220131.103 ID - Li2022 ER -