Abstract The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that cognitive discourse functions (CDFs) align with AoA, helping to develop learner thinking by focusing on the learners’ use of language. We complement our conceptual discussion referring to the process of developing a self- and peer-assessment tool informed by AoA and CDFs and the initial application of this tool in an advanced academic writing course in a Japanese university with B1 and B2 level students. We discuss how this tool can guide learners’ understanding of their writing process and fosters learners’ responsibility for deciding how they mobilize their linguistic resources to express particular language functions.

中文翻译：

---

从语言到功能：开发自我和同行评估工具

摘要 面向行动的方法 (AoA) 是课堂教学、学习和评估的强大基础，它将学习者识别为社会代理，并专注于通过语言使用进行语言学习。本文回应了开发帮助教师以 AoA 知情的方式进行教学和学习者学习的呼吁。我们认为认知话语功能 (CDF) 与 AoA 一致，通过关注学习者对语言的使用来帮助发展学习者思维。我们补充了我们的概念讨论，指的是开发由 AoA 和 CDF 提供信息的自我和同行评估工具的过程，以及该工具在日本大学的高级学术写作课程中的初步应用，该课程有 B1 和 B2 水平的学生。