Dynamic Assessment Of L2 Chinese Grammar Development

Based on Vygotsky’s sociocultural theory,this study adopts the teaching method of dynamic assessment and takes the guided imitation as the experimental task to investigate the improvement of learners’ oral production accuracy of the three types of "ba" constructions.This study explores the development of oral grammar ability of Chinese learners at different levels through one-to-one adjustment of learners.The experiment is divided into pretest,five training tasks,one posttest and two transfer posttests.The pre-test,five training tasks and post-test use the training task of guided imitation,and the two transfer post-tests use the training task of watching videos to answer questions.The accuracy of the sentence pattern of "ba".This research adopts the form of combining quantitative analysis and qualitative analysis: Through quantitative research,examine the actual scores,adjustment scores,learning potential scores of the subjects,and the changes in the adjustment quantity and quality required by the learners to analyze the learning The development and changes of oral grammar ability.Qualitative analysis uses the microcosmic occurrence analysis method to analyze the performance of learners in the process of acceptance adjustment,finds the key points of the development of learners’ oral grammar ability,compares the performance and effect of learners at different levels when they accept dynamic assessment,and puts forward corresponding suggestions.Teaching suggestions.The research results show that: under the dynamic evaluation mode,although the two learners are at different levels,their oral Chinese grammar accuracy has been improved to varying degrees.With the help of the moderator,the two learners were able to produce "ba" sentences more accurately,and the potential language ability was developed in different aspects.