Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives - Couverture souple

Al-Mahrouqi, Asma

 
9783843393058: Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives
Couverture souple
ISBN 10 : 3843393052 ISBN 13 : 9783843393058
Editeur : LAP LAMBERT Academic Publishing, 2011

Synopsis

The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

Présentation de l'éditeur

The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.

Biographie de l'auteur

Asma is a new PhD graduate with a diverse education background. She obtained her PhD and MA in Science Education from the University of Leeds, UK. She also has a Special Diploma in Education from the Institute of Arab Research and Studies, Egypt, after gaining a BA in Physics from the Sultan Qaboos University, Oman.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
LAP LAMBERT Academic Publishing
Date d'édition
2011
Langue
anglais
ISBN 10 
3843393052
ISBN 13 
9783843393058
Reliure
Broché
Nombre de pages
248
Coordonnées du fabricant
non disponible
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