Arezou Razavi - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

The present study was conducted to investigate the impact of dynamic assessment on theacquisition of speech act of apology among Iranian advanced learners. To fulfill the purpose ofthe study, 120 learners from a Language Institute in Isfahan, Iran were selected randomly. QuickOxford Placement Test was administered to choose those whose scores were 2 SD above themean to be called as advanced leaners. These 60 advanced learners were ordered alphabeticallyand even numbers were classified as Advanced Dynamic Group and odd numbers as AdvancedTraditional Groups. Each group participated in the same pre- and post-tests, also six treatmenttests. The teacher provided feedback for dynamic group based on Lantolf and Poehner’s (2011)scale. The results indicated that the learners in dynamic group could outperform the other groupin the acquisition of speech act of apology. Finally, based on the findings, the language teachersand curriculum designers are suggested to use dynamic assessment regarding to different areas ofpragmatics.

testing, traditional assessment, pragmatics, proficiency level