ESL Classroom as a Resource for Dialogic Communication Skill Building
Journal Title: Вісник Житомирського державного університету імені Івана Франка - Year 2016, Vol 83, Issue 1
Abstract
This article presents a consideration of the problem of dialogic communication skill building through ESL classroom activities. The scientific methods used in the context of this study exposed the existence of two basically divergent approaches incorporated in the system of pedagogic views: the approach stemming from theories related to the liberal and democratic dialogic paradigm and the one originating from existential philosophic trends. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication thereby distinguished from the liberal and democratic paradigm. The functional and communicative potential of ESL classroom construct an exceedingly favourable ground for fascilitating interpersonal and intragroup social processes. The methods suggested are presumed to be effective in terms of enhancing group coherence, mutual trust and understanding. Individual projects and activities are aimed at the development of inner dialogue, personalizing classroom discussions and positive developments within the group. The dialogic nature of communication and specifically that of the ESL classroom predetermine their intercorrelation in the academic domain. Another approach exercised is making dialogic communication a point in classroom interactions. In conclusion, the culture of dialogue should be regarded not only as a matter of a singular academic course, whatever functional it is in the signified contest, but as a general educational policy with appropriate strategies and academic base. The possible solutions suggested are the creation of a unified school communication policy based upon the principles of dialogue, actualization of the humanitarian potential of ESL courses, implementation of alternative communicative forms of ESL skill building.
Authors and Affiliations
O. V. Zarichna
Keywords
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