Exploring the didactic-psychological features of the dialogical discourse patterns in an online classroom context

Abstract

From the communicative-cognitive point of view, it is necessary to look at dialogic discourse as an active phase of the transition of language skills to speech skills. In this regard, discourse is considered as the articular form of consciousness consisting of a set of knowledge that motivates the speech activity of the interviewees. This empirical study draws on recent developments in dialogic approaches to learning and teaching and explores the relationship between the dialogic discourse pattern and improvement of the students’ participation and learning in an online EFL context. Developments in the dialogic teaching from two perspectives, namely didactic and psychological are reviewed and necessary preconditions and rules for the teachers to have a dialogical discourse pattern as an approach to classroom interaction are considered. It is assumed that when clearly defined, rules for a dialogic discourse pattern can lead to the development of students’ overall performance and mainly speaking skills.