Volume 15, Issue 4 (November 2017)                   IRJ 2017, 15(4): 341-350 | Back to browse issues page


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Ebadi S, Naderifarjad Z. Dynamic Assessment of a Schizophrenic Foreign Language Learner . IRJ. 2017; 15 (4) :341-350
URL: http://irj.uswr.ac.ir/article-1-559-en.html

1- PhD Department of Foreign Languages, Faculty of Literature and Humanities, Razi University, Kermanshah, Iran.
2- Department of Foreign Languages, Faculty of Literature and Humanities, Razi University, Kermanshah, Iran.
Abstract:   (160 Views)

Objectives: This case study highlights the applicability of Dynamic Assessment (DA) in exploring the cognitive development and intellectual functioning of a schizophrenic foreign language learner.
Methods: The general analytical framework of study to unmask the changes in the learner’s competence is Microgenesis.
Results: Analysis of the findings not only supports the Vygotskian view regarding the significance of meditational tools in uncovering the masked intelligence and cognitive ability but also provides implications for assessing and teaching of schizophrenic students.
Discussion: This case study demonstrated how DA by meditational moves including the presence of mediator, mnemonics, thought-provoking questions, and translation can overcome cognitive and behavioral impairment.

Full-Text [PDF 531 kb]   (62 Downloads)    
Type of Study: Original Research Articles |
Received: 2017/07/21 | Accepted: 2017/10/6 | Published: 2017/12/1

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