Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives

Asma Al-Mahrouqi

ISBN 10: 3843393052 / ISBN 13: 9783843393058

Edité par LAP LAMBERT Academic Publishing, 2011

A propos de cet article

Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - 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.

N° de réf. du vendeur INF1000427122

Détails bibliographiques

• Titre: Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives
• Éditeur: LAP LAMBERT Academic Publishing
• Date de parution: 2011
• Langue: anglais
• ISBN à 10 chiffres: 3843393052
• ISBN à 13 chiffres: 9783843393058
• Reliure: Taschenbuch
• État de l'article: Sehr gut
• Dimensions: 220 L x 150 H x 15 P (en millimètres) 220 millimètres de largeur par 150 millimètres de hauteur par 15 millimètres de profondeur
• Poids: 387 grammes

A propos de ce titre

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.