The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills

Arab World English Journal (AWEJ) Volume 8. Number 4. December 2017 
The impact of Dialogic Teaching on English Language Elhassan &
Adam
Arab World English Journal
www.awej.org
ISSN: 2229-9327
54 
working in t his and rel ated fiel ds – t hus, for exampl e, i n the crit erion of
reci procit y you will spot t he pioneering work of P alincs ar and Brown (1984) 
among others, and i n cumulat ion, of course, Bakht in and i ndeed conventional 
wisdom on how human understanding, coll ectivel y as well as indi vidual l y, 
devel ops .
Dialogic teaching components 
Studies of cl ass room communi cat ion have i dentified fi ve com ponent s of 
dial ogi c t eaching and the y have been referred t o as patterns of i nt eraction thes e 
are; explorat or y t alk, argum entat ion, effective questioning, debat e and dial ogue. 
These components are believed t o promote hi gh l evel of underst anding and 
intel lectual development through their capacit y to i nvo l ve t eachers and learners 
in joi nt acts of meaning – m aking and knowl edge const ructi on
.
Argumentation
 
The word argum ent connot es anger and hostili t y, but the most popul ar im age of 
argum ent i s debat e. t o our wa y of t hinki ng, argum ent does not impl y anger. It is
a creative and productive act ivit y that engages us at hi gh levels of i nqui ri ng and 
cri tical t hinking. It is worth to mention that linguists and philosophers have disagreed over 
centuries about the meaning of the term and about the goals that arguers should set for themselves. 
So, the meaning of the term is controversial. It is crucial to explain three defining features of 
argument. These features are: argument requires justification of its claims, it is both a product and 
a process, and it combines elements of truth seeking and persuasion. These defining features had 
been explained
by Ramage and Bean (1997) as follows: 
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