ABSTRACT

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the concept of dialogic validation, which an individual expresses in order to lend credibility or value to another’s ideas or sociocultural resources. To propose the outlines of dialogic validation, this paper draws on excerpts from an ethnographic study conducted in an EFL (English as a foreign language) classroom to discursively analyse how an L1 (first language) English-speaking teacher facilitates dialogue with his L1 Japanese-speaking students. Through this discourse analysis, a framework will be generated and proposed to identify elements of dialogue that validate and create a classroom space that values and encourages students’ contributions to the teaching and learning processes in dialogic interaction.

摘要

关于课堂对话互动的当代文献主要关注对话的意义生成属性，同时承认但不太重视学习社区的社会维度和学生带到课堂的对话资源。因此，本文探讨了对话验证的概念，一个人表达这种验证是为了使他人的想法或社会文化资源具有可信度或价值。为了提出对话验证的概要，本文借鉴了在 EFL（英语作为外语）课堂上进行的民族志研究的摘录，以论述分析母语为英语的教师如何促进与他的日语母语对话-说话的学生。通过这篇话语分析，