Abstract
vii LIST OF TABLES xiii LIST OF FIGURES xv CHAPTER 1. INTRODUCTION 1 1.1 Statement of Purpose 1 1.2 Relevance of the present study 2 1.3 Research question in the context of the present study 3 1.4 Overview of the dissertation 5 2. CONCEPTUAL DEVELOMENT, VERBALIZATION AND DA 8 2.1 Introduction: Research and Pedagogical Practice 8 2.2 Conceptual development from a SCT perspective 11 2.3 From ZPD to ZPOD: Exploring potential L2 development 13 2.3.1 ZPOD and the L2 classroom 15 2.4 Verbalizations that lead to conceptualization 18 2.4.1 Languaging 19 2.4.2 Thinking and Speaking: Concept formation through verbalizations 22 2.5 Towards a pedagogical model aimed towards L2 development 24 2.5.1 Negueruela’s take on STI: Concept-‐based Instruction in the L2 classroom 27 2.6 DA: Bridging the gap between instruction and assessment 31 2.6.1 The origin of Dynamic Assessment 31 2.6.2 Interactionist Vs. Intenventionist DA: Tuning Assessment to the learner’ ZPOD 35
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
