PE 195

An Investigation of Dialogic Discourse Pedagogy in TEFL MA Online Courses at PNU

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

1400/11/04

104ص.

درجه ارزشيابي:بسيارخوب

فريدون وحداني

هدي ديوسر

Classroom discourse , Dialogic discourse , Monologic discourse

وحداني،فريدون،راهنما , ديوسر،هدي،مشاور

Classroom interaction is an important issue in teaching and learning process. Teachers’ interactions with the students determine the type of discourse. A discourse can be dialogic or monologic. In a dialogic classroom, students’ opinions and thoughts are valued, while in a monologic environment, teachers are the sole speakers and their ideas are the first and last ones uttered in the classes. The main objective of the present study was to investigate the dialogic discourse in TEFL, MA courses at Payame-Noor University. In order to conduct this research, six courses taught by two instructors during one term were observed. Therefore, the participants of this study were the instructors and students of six TEFL, MA courses. In order to collect the data, a checklist based on the key concepts of dialogic teaching was used in this study and the literature was extensively searched to identify principles for dialogic teaching in the classrooms. For the purpose of determining the type of discourse, the classroom interaction was transcribed and the number of incidences and frequency percentage were computed. The results of this research were analyzed both quantitatively and qualitatively. The statistical package for the social science (SPSS, Version 25) was used to analyze the data. To do so, descriptive statistics and Pearson chi-square followed by a complementary interpretive approach were run to determine the type of discourse. The results revealed that both dialogic and monologic discourses were implemented in MA courses. However, the dominant discourse observed was dialogic.

1401/05/23

منتخبي

67172