THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE

The dynamic assessment, which forms the theoretical foundations of Vygotsky's perspectives such as sociocultural theory and proximity development, stands out in the field of teaching English as a foreign language as a subject of research. However, as a result of the field summer screening, it w...

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Autores principales:	Ayhan Yavuz ÖZDEMİR, Ergün SERİNDAĞ
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2021
Materias:	dynamic assessment german as a foreign language need for mediation sociocultural theory foreign language education Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/98638fce427e470db4b94d1ace499199
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spelling	oai:doaj.org-article:98638fce427e470db4b94d1ace4991992021-11-24T09:20:33ZTHE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE2148-416310.29228/JASSS.46106https://doaj.org/article/98638fce427e470db4b94d1ace4991992021-05-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=cc913c76-ee14-4c0d-8bf7-f76d6c91d191.pdf&key=46106https://doaj.org/toc/2148-4163The dynamic assessment, which forms the theoretical foundations of Vygotsky's perspectives such as sociocultural theory and proximity development, stands out in the field of teaching English as a foreign language as a subject of research. However, as a result of the field summer screening, it was determined that the issue is not known much in turkey and abroad in the field of German teaching as a foreign language. For this reason, the study tested whether dynamic assessment positively affected the needs of the university preparatory class students who learned German as a foreign language in interactive conversations aimed at learning and teaching. Pre-test, finaltest and tracking testing were used as a data collection tool. The experimental group applied an enrichment program between pretest and finaltest, while the control group was traditionally taught. Interactive conversations between learners and tutorials have been recorded and transcription of recorded conversations. The collected data were recorded in columns created according to help typology and analyzed with a qualitative interpretational perspective. In addition, the collected data was statistically analyzed using the SPSS program with the Mann Whitney U-Test. In this context, this study, which is a mixed method research, aims to be a pioneer for the studies on german teaching as a foreign language. As a result of the study, considering the need for help in the context of the writing skills of Turkish students who learn German as foreign languages, significant difference was found in the final test, no significant difference between the experiment and control group, and there was a significant difference in favor of the experimental group in the follow-up test.Ayhan Yavuz ÖZDEMİRErgün SERİNDAĞFırat Universityarticledynamic assessmentgerman as a foreign languageneed for mediationsociocultural theoryforeign language educationSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 14, Iss 84, Pp 77-93 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	dynamic assessment german as a foreign language need for mediation sociocultural theory foreign language education Social Sciences H Social sciences (General) H1-99
spellingShingle	dynamic assessment german as a foreign language need for mediation sociocultural theory foreign language education Social Sciences H Social sciences (General) H1-99 Ayhan Yavuz ÖZDEMİR Ergün SERİNDAĞ THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
description	The dynamic assessment, which forms the theoretical foundations of Vygotsky's perspectives such as sociocultural theory and proximity development, stands out in the field of teaching English as a foreign language as a subject of research. However, as a result of the field summer screening, it was determined that the issue is not known much in turkey and abroad in the field of German teaching as a foreign language. For this reason, the study tested whether dynamic assessment positively affected the needs of the university preparatory class students who learned German as a foreign language in interactive conversations aimed at learning and teaching. Pre-test, finaltest and tracking testing were used as a data collection tool. The experimental group applied an enrichment program between pretest and finaltest, while the control group was traditionally taught. Interactive conversations between learners and tutorials have been recorded and transcription of recorded conversations. The collected data were recorded in columns created according to help typology and analyzed with a qualitative interpretational perspective. In addition, the collected data was statistically analyzed using the SPSS program with the Mann Whitney U-Test. In this context, this study, which is a mixed method research, aims to be a pioneer for the studies on german teaching as a foreign language. As a result of the study, considering the need for help in the context of the writing skills of Turkish students who learn German as foreign languages, significant difference was found in the final test, no significant difference between the experiment and control group, and there was a significant difference in favor of the experimental group in the follow-up test.
format	article
author	Ayhan Yavuz ÖZDEMİR Ergün SERİNDAĞ
author_facet	Ayhan Yavuz ÖZDEMİR Ergün SERİNDAĞ
author_sort	Ayhan Yavuz ÖZDEMİR
title	THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
title_short	THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
title_full	THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
title_fullStr	THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
title_full_unstemmed	THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE
title_sort	impact of dynamic assessment on the mediation needs of turkish students who learn german as a foreign language in the context of text writing in the target language
publisher	Fırat University
publishDate	2021
url	https://doaj.org/article/98638fce427e470db4b94d1ace499199
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THE IMPACT OF DYNAMIC ASSESSMENT ON THE MEDIATION NEEDS OF TURKISH STUDENTS WHO LEARN GERMAN AS A FOREIGN LANGUAGE IN THE CONTEXT OF TEXT WRITING IN THE TARGET LANGUAGE

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