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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: The Effect of Dynamic Assessment on the Performance of Students in Oral Proficiency Tests in English as a Foreign Language Add Dissertation
Author: Tziona Levi Update Dissertation
Email: click here to access email
Institution: Tel Aviv University, School of Education
Completed in: 2013
Linguistic Subfield(s): Applied Linguistics;
Director(s): Elana Shohamy

Abstract: This paper explores how Dynamic Assessment (DA) affects students’
achievements of Oral Language Proficiency (OLP) in
English-as-a-foreign-language (EFL) relying on the basic principle that
mediation within the assessment procedure can promote learning and that
this process can be observed in ‘real time’. Affixing DA to OLP is based on
Vygotsky’s socio-cultural theories (1934/1986) of learning as a socially
meaningful cooperative activity exploring what a student can do
in-interaction with a guiding adult portrayed as mediation. Here, DA is
applied in a large-scale test context examining whether DA mediation can be
used to ‘teach-to-the-test’ for desirable OLP results facilitating learning
with assessment. Specifically, DA effects on OLP are examined where a
mediator interacts with students, provides prompts and feedback and thus
fosters a linguistic communicative rapport to enable learning through
collaborative task accomplishment.

The study involved 73 11th graders divided into 3 groups. Two groups were
exposed to either group or individual mediation between pre- and post- OLP
tests using a cognitive tool. A follow-up test examined transcendence of
the mediated learning. Quantitative analysis compared pre- and post-test
results while qualitative grounded-theory and micro-genetic analysis were
applied to examine the nature of assistance provided.

Findings indicated enhancement of OLP achievements in both treatment groups
compared to control group for both communicative and accuracy abilities.
Qualitative exploration captured a wealth of speech functions
(student-teacher, student-student/s and teacher-student/s interactions),
enacted to communicate and perform within mediation. Thus, the findings
suggest that DA that applies a cognitive tool provides an effective means
for stimulating, noticing and reflecting on OLP performance in large-scale
testing. Findings can be explained on theoretical and practical levels
showing that DA connects OLP learning and assessment while applying
measures of modifiability and language strategies, and that academic
achievements may improve with guided cognitive and social mediation.