The distinguishing feature of dynamic assessment (DA) is the dialectical integration of assessment and instruction. However, how to design the targeted instruction or mediation has been relatively underexplored. To address this gap, this study proposes the attribute-based mediation model (AMM), an English-as-a-foreign-language listening mediation…

Examined the validity of the pragmatic approach to test difficulty put forward by Child (1987). This study investigated whether the Child discourse-type hierarchy predicts text difficulty for second-language readers. Results suggested that this hierarchy may provide a sound basis for developing foreign-language tests when it is applied by trained…

Investigates numerous individual difference measures to determine their underlying dimensions, to contrast their predictive validities and to evaluate their contributions in a causal model of second language acquisition. Findings indicate that substantial links exist among affective measures and achievement. (56 references) (Author/CK)