Dialogic Teaching And English Learning Outcomes In Higher Vocational Colleges

It is critical for English teaching to inspire learning interests and motivation,to impart disciplinary knowledge,and to foster English communicative competence among students.While some studies indicate that dialogic teaching is a helpful teaching mode to improve students' English learning outcomes,it still lacks empirical and quantitative statistical support.Under the framework of dialogic theory and communicative theory,researcher does a four-month dialogic teaching experiment in Vocational Technology Academy of Finance and Economics,Xuzhou,Jiangsu Province.Students in experimental class(EC)are taught by dialogic teaching,while students in control class(CC)are taught by teacher-oriented monologic teaching.Examinations and questionnaires are designed and applied to collect data during pre-test,dialogic teaching,and post-test.By means of independent samples T-test and line graph,the study investigates what effects dialogic teaching have on the learning interest and motivation,and English communicative competence of students.The results show that:(1)the students in EC are more interested in English learning,do more preparation before class,participate in the classroom activities in a more active way,and review after class at a higher rate;(2)students' English communicative competence in EC has achieved a significant improvement with better grammar ability,discourse ability,sociolinguistic ability,and strategic ability in EC.To conclude,dialogic teaching is positively linked with the learning interest and motivation,and English communicative competence of higher vocational students.This study provides empirical analysis for the pedagogy study of dialogic teaching in higher vocational colleges.At the same time,through the quantitative analysis of the collected data,it offers objective and reliable support for teachers to know about the benefits of dialogic teaching and how to integrate both formative assessment and summarize assessment to guide dialogic teaching.