A Study On The Application Of Dialogic Teachinf In Adult English Class

With the fast growth of China's economy,the increasingly frequent international exchange and further promotion of lifelong education idea,adult learners who have entered labour market are in stronger need of learning and using English,and the society also has increasingly strong requirements for adult English education.Despite the great development of foreign language continuing education in the past thirty years,there still exist a series of practical problems,such as the teacher-centered classroom instruction,inadequate attention to the cultivation of English skills,and the few dialogues between teachers and students,students and students,students and texts,teachers and texts,teachers and students themselves.With the development of the new curriculum reform,dialogic teaching(DT)has represented the general trend of English teaching development.This paper adopts the methods of document analysis,questionnaire survey,interview and classroom observation.The author organized and analyzed the first-hand data and described the existing problems of adult English dialogue teaching in the classroom.And then the author analyzed the cause of the problems and the influencing factors in the implementation of adult English dialogue teaching,and then put forward viable strategies conducive to advocating in adult English dialogue teaching.According to the results of the researches we can see,DT is not completely and effectively applied in the adult English classroom teaching.Parts of teachers try to apply the DT in the teaching process,but in fact they just apply the form of DT.Therefore,dialogic teaching should be designed in advance;teacher's leading role and their unclear understanding about the nature of dialogic teaching are the key factors that influence the efficiency of dialogic teaching;teachers can improve the application of dialogic teaching by optimizing the structures of classroom interaction module,optimizing the percentage of turn-taking quantity between teacher and students and optimizing the skills of classroom questioning.Finally,the researcher hopes that DT can receive more attention and the author also hopes to enhance exchanges and interaction between the teacher and students or between students themselves.This thesis is made up of five parts.The first part is the introduction of the thesis.It mainly includes the background,significance and the structure of the thesis.The second part is the literature review part.The third part is the methodology of this research.It includes the research questions,subjects,instruments and procedures.Based on the interviews,questionnaires and classroom observations the author collects,analyses and discusses the data in chapter four.The last chapter is the conclusion part.In this part,the author provides the major findings,limitations of this thesis and also the suggestions to the teachers and the further studies of DT.