The first purpose of the present study was to examine the effect of dialogic classroom talk on children's language skills (i.e. oral communicative competence and receptive vocabulary knowledge). The second purpose was to examine the effect of this type of classroom talk on children's social competence (i.e. theory of mind and social acceptance). A total of 17 teachers and 311 children (aged 4–7 years) participated in this study. Eight teachers participated in an 8-week intervention directed at dialogic classroom talk. Multilevel analyses revealed that the intervention had a significant effect on children's oral communicative competence. No significant effects were found on children's receptive vocabulary knowledge, theory of mind, and social acceptance. The results of this study indicate that dialogic classroom talk is beneficial for children's oral communicative competence. Further research is required in order to investigate how dialogic classroom talk might affect receptive vocabulary knowledge and social competence as well.

本研究的第一个目的是检验对话式课堂谈话对儿童语言技能（即口语交际能力和接受性词汇知识）的影响。第二个目的是检验这类课堂谈话对儿童社交能力（即心理理论和社会接受度）的影响。共有 17 名教师和 311 名儿童（4-7 岁）参与了这项研究。八名教师参加了为期 8 周的干预，旨在进行对话式课堂谈话。多层次分析表明，干预对儿童的口语交际能力有显着影响。未发现对儿童的接受性词汇知识、心理理论和社会接受度有显着影响。本研究的结果表明，对话式课堂谈话有利于儿童的口语交际能力。需要进一步研究以调查对话式课堂谈话如何影响接受性词汇知识和社交能力。