Engaging learners: Conversation- or dialogic-driven pedagogy?

Philip Chappell*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    13 Citations (Scopus)

    Abstract

    'Conversation-driven' ELT privileges classroom talk as a primary source of language learning, yet it is often unclear to what the term 'conversation' is referring. This article reports on an investigation responding to this problem in which a substantial database of language classroom recordings was analysed for the types of talk that were taking place. Activities in language lessons that were driven by conversation were analysed using classroom discourse techniques. Opportunities for language learning through the language emerging from these activities were identified, and a type of talk was specified in which learners were engaged more in exploring issues and possibilities, and less in transacting information and opinions. This study demonstrates the importance of teachers being aware of the types of talk occurring in their lessons, which they should be strategically managing. It provides teachers with a platform from which they can begin to analyse the talk in their own classrooms.

    Original languageEnglish
    Pages (from-to)1-11
    Number of pages11
    JournalELT Journal
    Volume68
    Issue number1
    DOIs
    Publication statusPublished - Jan 2014

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