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AN10030060-20200930-0001.pdf
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Title |
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The value and practice of dialogic teaching
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Shea, David P.
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シェイ, デビッド
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慶應義塾大学日吉紀要刊行委員会
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ケイオウ ギジュク ダイガク ヒヨシ キヨウ カンコウ イインカイ
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Keiō gijuku daigaku Hiyoshi kiyō kankō iinkai
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2020
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慶應義塾大学日吉紀要. 英語英米文学
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The Keio University Hiyoshi review of English studies
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73
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2020
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9
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1
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27
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This paper presents a grounded analysis of student attitudes toward the dialogic instructional style used in an advanced, first-year university EFL classroom. During the two semesters of a year-long class that met weekly, I conducted 22 anonymous surveys of student opinion, which I analyzed qualitatively. Three general themes emerged. First, students shifted their view of the L2, adopting a more active and engaged stance toward language study. Second, students expressed positive endorsement for the teacher’s interactional style, albeit with some reservations about overlap and interruption. Third, students seemed to appropriate a new sense of identity vis-à-vis English, with increased confidence and commitment. Findings suggest that the dialogic approach was grounded in a social orientation to the L2 in the third space of the FL classroom.
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Departmental Bulletin Paper
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History |
Oct 29, 2020 | | インデックス を変更 |
Dec 8, 2020 | | Source Title Name (Translated) を変更 |
Feb 2, 2023 | | Source Title Volume,Source Title Issue,Source Title Year,Source Title を変更 |
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