بررسی تأثیر ارزشیابی پویا بر یادگیری ترکیب‌های لغوی متجانس و غیر متجانس در زبان آموزان ایرانی زبان انگلیسی به‌ عنوان زبان خارجی

Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063 (March 2013).

Alemi, M., &Tayebi, A. (2011). The Influence of Incidental and Intentional Vocabulary Acquisition and Vocabulary Strategy Use on Learning L2 Vocabularies. Journal of Language Teaching and Research, 2(1), 81-98.

Antón, M. (2003). Dynamic assessment of advanced foreign language learners. Paper presented at the American Association for Applied Linguistics, Washington, D.C., and March 2003.

Bahns, J., &Eldaw, M. (1993). Should we teach EFL students collocations? System, 1(1), 101-114.

Daniels, H. (2001). Vygotsky and pedagogy. NY: Routledge/Falmer.

Davin, K.J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development. University of Pittsburg.

Davin, K.J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17, 303–322.

Donato, R. (2014). Dynamic assessment of narrative and expository discourse. Topics in Language Disorders, 20, 33-46.

Ellis, N. C., Simpson-Vlach, R., & Maynard, C. (2008). Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. TESOL Quarterly, 42(3), 375-396.

Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-220.

Fernández, R.F., Prahlad, S. R., Rubtsova, E., & Sabitov, O. (2009). Collocations in the vocabulary English teaching as a foreign language. Acimed, 19(6), 51-69.

Gomez, R. L. (2002). Variability and detection of invariant structure, Psychological Science, 13, 431–6.

Harrington, S., Rickly, R., & Day, M. (Eds.). (2000b). The online writing classroom. Cresskill, NJ: Hampton Press, Inc.

Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice. Clinical and educational applications. Cambridge: Cambridge University Press. 

Heugten, M. V., & Shi, R. (2010). Infants’ sensitivity to non-adjacent dependencies across phonological phrase boundaries. The Journal of the Acoustical Society of America, 128, 223–8.

Hoey, M. (2005). Lexical priming: A new theory of words and language. Routledge.

Hoey, M. (2012). Lexical priming in The Encyclopaedia of Applied Linguistics. Blackwell Publishing Ltd, available at http://onlinelibrary.wiley.com/doi/10. 1002/9781405198431.

Howarth, P. (1998). Phraseology and second language proficiency. Applied Linguistics. IS(1),24-44.

Jafary, M., Nordin, N., & Mohajeri, R. (2012). The effect of dynamic versus static assessment on syntactic development of Iranian college preparatory EFL learners. English Language Teaching, 5(7), 45-69.

Kaszubski, P. (2000). Selected aspects of lexicon, phraseology and style in the writing of Polish advanced learners of English: a contrastive, corpus-based approach. Retrieved from http://main.amu.edu.pl/przemka/research.html.

Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116. http://dx.doi.org/10.1016/j.system.2017.01.009

Khezrlou, S., & Sadeghi, K. (2012). Self-regulated vocabulary strategy use: Implications for CALL and individual variables. MEXTESOL Journal, 36(1), 1-17.

Kozulin, A., & E. Garb. (2002). Dynamic assessment of EFL text comprehension of at-risk learners. School Psychology International, 23, 112–127. 

Lantolf, J. P. (2009). Dynamic assessment: The dialectical integration of instruction and assessment. Language Teaching, 42, 355-368.

Lantolf, J. P., & Poehner, M. (2011). Dynamic assessment in the classroom. University Park, PA. 

Laufer, B., Waldman, T. (2011). Verb–noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning, 61, 647–672.

Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-227.

Lewis, M. (2000). Teaching collocation: Further development in the lexical approach. Hove, UK: Language Teaching Publications.

Li, J., & Schmitt, N. (2010). The development of collocation use in academic texts by advanced L2 learners: A multiple case study approach. In Wood, D. (Ed.), Perspectives on formulaic language: Acquisition and communication (pp. 22–46). New York: Continuum.

Lin, Y. P. (2002). The effects of collocation instruction on English vocabulary developments of senior high students in Taiwan. Unpublished Master’s thesis, National Kaohsiung Normal University, Taiwan.

Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry. A Journal of Human Behavior, 31, 1–16.

Martyńska, M. (2004). Do English language learners know collocations? Międzychodzka 5, 60-371.

McCarthy, M. J., & O’Dell, F. (2005). English collocations in use. Cambridge: Cambridge University Press.

McNeil, L. (2013). Exploring the relationship between situated activity and CALL learning in teacher education. ReCALL, 25, 215–232.

McNeil, L. (2016). Understanding and addressing the challenges of learning computer-mediated dynamic assessment: A teacher education study. Language Teaching Research, 1-21.

Men H. (2018). Vocabulary increase and collocation learning. Singapore: Springer.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 43, 223–242. 

Newport, E. L., & Aslin, R. N. (2004). Learning at a distance I. Statistical learning of non-adjacent dependencies, Cognitive Psychology, 48, 127–62.

Nguyen, T. M. H., & Webb, S. (2017). Examining second language receptive knowledge of collocation and factors that affect learning. Language Teaching Research, 21(3), 298-320.

Pishgahadam, R., Barabadi, E., Kamrood, A. M. (2011). The differing effect of computerized dynamic assessment of L2c reading comprehension on high and low achievers.  Journal of Language Teaching and Research. 2(6), 1353-1358.

Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing. 

Ramos, M. (2006). Towards a dynamic way to learn collocations in a second language. In E. C. Corino, C. Marello, & Y. Onesti (Eds.), Proceedings of the Twelfth EURALEX International Congress (pp. 909-923). Turín: Accademiadella Crusca, Università di Torino, Edizionidell. Orso Alessandria.

Sadeghi, K., Khezrlou, S., & Modirkhamene, S. (2017). CALLing Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions. Journal of Research in Reading, 40(1), 1-25. DOI:10.1111/1467-9817.12088

Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the vocabulary levels test. Language Testing, 18(1), 55–88.

Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences,32, 321-328.

Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic development writing. System, 17, 55-70.

Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective, Canadian Modern Language Review, 64, 429–58.

Sonbul, S. (2015). Fatal mistake, awful mistake, or extreme mistake? Frequency effects on off-line/on-line collocational processing, Bilingualism: Language and Cognition, 18, 419–37.

Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: Is it worth the effort? ELT Journal, 64(3), 253-260.

Tajeddin, Z., & Tayebipour, F. (2012). The effect of dynamic assessment on EFL learners' acquisition of request and apology. The Journal of Teaching Language Skills, 4(2), 87-118.

Vilkaite, L., & Schmitt, N. (2017). Reading collocations in an L2: Do collocation processing benefit extend to non-adjacent collocations? Applied Linguistics, 1-27.

Vuong, L. C., Meyer, A. S., & Christiansen, M. H.. (2016). Concurrent statistical learning of adjacent and nonadjacent dependencies, Language Learning, 66, 8–30.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Webb, S., & Kagimoto, E. (2009, March). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly,43(1),55-75.

Webb, S., Newton, J., Chang, A.C.S. (2013). Incidental learning of collocation. Language Learning, 63, 91–120.

Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Wolter, B., Gyllstad, H. (2013). Frequency of input and L2 collocational processing: A comparison of congruent and incongruent collocations. Studies in Second Language Acquisition, 35, 451–482.

Wouden, T.V. (1997). Negative contexts: Collection, polarity, and multiple negation. New York: Routledge.

Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21, 463–489.

Wertsch, J. V. (1991). A sociocultural approach to socially shared cognition. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 85-100). Washington DC: American Psychological Association.

Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40

Wolter, B., & Gyllstad, H. (2011). Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32, 430–449.

Wolter, B., & Gyllstad, H. (2013). Frequency of input and L2 collocational processing. Studies in Second Language Acquisition, 35, 451–482.

Yamashita, J., & Jiang, N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44, 647–668.

Yassami, S. (2011). Curious collocations: Congruent and non-congruent collocations. Germany: Lambert Academic Publishing.

Zoghi, M., & Malmeer E. (2013). The effect of dynamic assessment on EFL learners’ intrinsic motivation. Journal of Language Teaching and Research, 4(3), 584-591.

Zhang, X. (2017). Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156-167.