Abstract
Although the inert knowledge problem in grammar is old in the literature, research has hardly proposed how the gap—already existing—between inert and activated types of knowledge can be bridged through clear strategies. The study proposed uses dynamic assessment (DA) as a means to detect areas of inert knowledge in the grammatical acquired system of adult Egyptian EFL learners. Learners’ Zone of Proximal Development (ZPD) is specified for the purpose of activating grammatical inert knowledge and make it fully acquired in the learners’ interlanguage system. Using the interventionist approach of DA, this study investigated the effectiveness of DA and ZPD on activating EFL learners’ inert grammatical knowledge.
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