THE INTERACTIVE MEDIATION PHASE OF DYNAMIC ASSESSME T AS A TESTING TOOL TO LEAD EFL LEARNERS TO THE ACQUISITION OF ENGLISH ROUTINES (A STUDY OF INTERLANGUAGE PRAGMATIC DEVELOPMENT)

This article which is a quantitativemethod is going to demonstrate the effect of DA on the acquisition of Englishroutinesby Iranian EFL learnerstoward a point by which they can use the routines in their speech unhelpfully. Conducting the research, the researcher made a speaking proficiency test to select a sample of learners for the study with a focus on the English routines. Then, he categorized the learners in two groups, low and high speaking proficiency. The low proficiency groupwas the focus of the study. 30 low proficiency learners were selected for the study. They were assigned to the experimental and control groups equally. There was a pretest, given to both groups to measure their current level of usingroutines and also how much assistance they needed in order to reach to the level that they coulduse the English routines individually.Then, theexperimental groupwas taught by mediation phase of the dynamic assessment, in which the teacher mediation occurred, ranging from implicit one such as question look to a more explicit correction, but most of the time explicit correction did not occur. The control groupwas corrected by an explicit correction when there was something wrong with their speech production. Finally, there was a posttest that was similar to the pretest given to both groups to see the effectof dynamic assessment in the acquisition ofEnglish routines. Findings show that the mediation phase of the DA was properly more appropriate than explicit way of correction.

کلیدواژه ها:

Dynamic Assessment ، Zone of Proximal Development ، Interlanguage Pragmatics ، Routines