چکیده:
This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program.
خلاصه ماشینی:
Promoting Dialogic Talk in a Speaking Classroom: Rethinking Bakhtinian Pedagogy Fatemeh Niknezhad Naeijabad 1, Mohammad Reza Khodareza 2*, Davood Mashhadi Heidar 3 1, 2, 3 Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran *Corresponding author: m.
ir (Received: 2020/6/18; Accepted: 2020/10/26) Online publication: 2020/10/27 Abstract This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom.
Keywords: dialogic teaching, dialogic discourse pattern, EFL students, learners’ perceptions, speaking skill Introduction The significance of the necessity to learn how to speak a second language (L2) is transparent and the notion of globalization attaches to this importance.
The deficiency of speaking proficiency among Iranian students who graduate from high schools motivated the researchers to implement Bakhtin's notion of DT and the corresponding principles in communicative classrooms.
As Wegerif (2019) points out dialogic pedagogy is defined by numerous scholars, practitioners and policy-makers to show learning processes in which teacher and learners critically probe the topic of study, declare and listen to several voices and ideas, and build respectful and practical classroom relations.
Placement Conversation rating form (PCRF) This study aimed to incorporate Bakhtin's principle of DDP in EFL classrooms to examine its effect on the speaking skill of the target groups.
Procedure The primary focus of this study was to implement the principles of DDP in a language classroom to probe the contribution of DT on EFL learners' speaking skill.