Abstract
Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
Highlights
Writing is undeniably important for students in an academic context and it becomes more as far as learners of other languages are of concern
One of the most well-known definitions of genre proposed by Swales (1990) in that a genre is ‘...a class of communicative events, the members of which share some set of communicative purposes
These purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constrains choice of content and style. Communicative purpose is both a privileged criterion and one which operates to keep the scope of a genre as here conceived narrowly focused on comparable rhetorical action’ (p. 59)
Summary
Writing is undeniably important for students in an academic context and it becomes more as far as learners of other languages are of concern. Writing can be seen as a tool for the accomplishment of other purposes like taking notes or as an end which its main aim is transferring ideas and messages (Ur, 2009). To this end, a well written text should be concise, clear, readable, finding the right tone, consistent and relevant (Ellis, 2009). These purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre This rationale shapes the schematic structure of the discourse and influences and constrains choice of content and style.
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