TEMA 36 Los textos dialógicos. Estructura y características.
0. Introduction
2. Structure of a dialoguic text 3. Characteristics of dialoguic texts 4. Application in the English classroom 5. Conclusion 6. Bibliography
0. INTRODUCTION Topic number 36 deals with: Los textos dialógicos. Estructura y características being this an important part of the teaching-learning process of English. To begin with I would like to justify this topic in the English curriculum. The previous educative system mainly focused on grammar and lexical aspects as it was thought that the mastery of a language was the grammatical rules of the language but some of them had problems when using the language orally. They knew about the language but they did not know how to use it. For this reason, the new Organic Law LOMCE ”Ley Orgánica para la Mejora de la Calidad Educativa” 8/2013 on December 9 th has proposed a communicative approach to foreign languages. An approach which implies the consideration of not only grammatical aspects but also communicative, cultural, historical and literal characteristics of the countries where the English language is spoken. In this context, this topic number 36 has a relevant role in the English curriculum as it deals with communicative aspects and it can be a tool to transmit to our students some of the basic and indispensable competences such as: competence on linguistic communication. All topics about communicative concepts are interrelated and they will always be treated as a whole. For example, to understand how oral communication and the different kinds of texts are necessary we can revise unit 6, 32, 33, 34, 35, 29 which deal with textual e lements and functions is essential information in order to achieve a good understanding of this topic among others, are necessary. will continue with the usage and structures of dialogue and its functions including some linguistic considerations. Finally, to take into account some characteristics totally necessary for the good understanding of a dialogue.
In this topic we will study one of the most outstanding linguistic speech category in a communicative process: the Dialogic text. It plays an important role within the learning of any language, for instance in the conversations, formal and informal texts, and we will be able to communicate in a successful way as soon as we control all the following structures ad features. Prohibida la reproducción total o parcial sin permiso escrito del editor
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1. DEFINITION When analysing the different types of discourse we will bear in mind the main types of text: Descriptive texts Argumentative texts Expository texts Dialogical texts Narrative texts
All of them have their own features but they could be linked by a common purpose: “To give information to the reader or listener” And in this topic we will put emphasis on the Dialogical texts’ main purpose being: verbal exchanges between at least two persons respecting their turn at the speaking time. To talk about conversations we should distinguish between spontaneous – a phone call, chatting -, or non-spontaneous – a planned conversation. Besides, as speakers we will take into account some instrument of social interaction with a clear communicative purpose. language we do not use the appropriate level of language in a certain situation, and we often have expectations towards the answer of the listener or person to whom we are addressing the message because some of our expectations are culturally based on. social group in terms of language use, speech varieties within a community, the language of ethnic groups, bilingualism and multilingualism.
2. STRUCTURE From the linguistic point of view, a dialogical text may be divided into the following parts: TURN
second speaker starts to talk or to answer the questions.
PAIR
occasions such as questions-replies, greetings, comments...
SEQUENCE
one turn participates.
Statements in communication always imply a receiver of the information, and statements we make are often responses to prior statements made by someone else. Wherever we start in examining cultural and often quotes what was said before and of course, any statement also implies further statements, responses and interpretations. In short, what we say and mean is part of an ongoing dialogue. On the other hand, according to Bakhtin, a well-known Russian linguist, the reader or audience is therefore always already inscribed in the medium, message, text or visual sign. Discourses, texts, cultural message presuppose and embody a network of implicit references, gestures, and unmarked quotations from other works.
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Where traditional dialectical methodology involves thesis and antithesis coming together into synthesis, Dialogic discourse goes beyond the category of Saussure’s “parole” because it is language with a according to Bakhtin’s work.
3. CHARACTERISTICS OF DIALOGIC TEXTS Traditionally, when people describe speaking skills, they do so in a context of public speaking. Recently, to-many, small group, one-to-one, and mass media. Another approach has been to focus on using tendency has been to focus on basic competencies needed for everyday life, for example: giving directions, asking for information, or providing basic information in an emergency situation.
Considering dialogue as an interactive process some main steps should be mentioned: When organizing the structure of a dialogue, the term of turn will contribute in the an ordered way. This will imply natural pauses and silences throughout the whole conversation in order to incorporate the next speaker. Turn term
Moreover, some special features will help in the transmission of the message, that is the so called back-channellers. They consist of short phrases such as : . And, of course, others that provide attention and orientation:
Sequence term
It provides the order to the conversations. People talking will respect a concrete order such as rules for arranging the openings, developments and closings of the conversation. All these factors will vary depending on the context and the topic. Some examples:
In short, they could be represented by greetings, request for information, orders, etc.
tension between the participants. It is known that every speaker must speak at a time.
This communicative strategy will be used in different purposes: the election of speaking or not speaking, answering or not answering, etc. here, the timing and duration of each silence will determine if we are dealing with a dramatized meaning or not. Some examples: Other functions carried out by these silences could be the expression of hesitation,
Nobody is capable of communicating a sound or word he/she has never listened to before. It is a practical method where the speaker will have to listen to the message and understand it in order to
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accuracy. It involves the understanding, it embodies nods, glances, body movements, non-verbal noises, etc on the part of the listener.
Listening to different accents from a variety of speakers is also helpful for students to become familiar with variations they are bound to encounter in lectures and discussions or on radio. As teachers, we should encourage active, responsive listening and speaking skills. To facilitate this, teachers should present a suitable methodology clearly with prompts to support listening, on one hand, – use of voice; on the other, emphasis on key words and sometimes speaking quietly. Teachers are the best models of language in use and should model gesture, volume and tone. When we are practicing speaking and listening we should demonstrate and discuss the process. To obtain a successful result and encourage the students to make eye contact with the listener; to speak clearly and audibly; to use facial expressions and gestures; to use precise words to convey meaning and to hold the attention of the audience and to respond to others’ contributions by adding or e laborating on them or by expressing an alternative point of view. Students will be provided with models of appropriate use of English language. It is essential that students are provided with planned opportunities for speaking in a range of contexts, including: to different audiences, such as class, the teacher and other adults; with different levels of formality such as with peers, to another class, a whole-school assembly and for different purposes, such as telling stories, explaining, describing, justifying views and persuading others. Furthermore, students need to be taught how to make more extended contributions, such as expanding ideas using connectives; making connections between reasoning and predicting; using language to organize and sequence ideas. Dialogue, as an event that occurs between people is an abstract and relative force. Every text – an text or set of signs implies a set of relationships to other signs like quotations that have lost their exact references. The concept of intertextuality is a condition for meaning beyond “texts” in the strict sense of things written, and includes units of meaning in any media. Whatever meaning we discover can only occur through a network of prior texts that provide the context of possible meanings and our negotiation of meaning at all.
4. APPLICATIONS IN THE ENGLISH CLASSROOM This analysis is an attempt to investigate, theoretically as well as practically, certain important concepts in foreign language learning: dialogue, communication, intercultural and language awareness, and the roles of teacher and student. It presents and discusses approaches to literature and other authentic texts in the classroom based on theoretical explorations of the relationship between reader and text and reading and writing processes as dynamic dialogues with the Foreign culture. According to Robin Alexander, dialogic teaching is an approach to teaching the power of talking to stimulate and extend pupils’ thinking and advance their learning and understanding. Dialogic teaching is as much about the teacher as the learner, and relates to teaching across the curriculum. It embodies the terms of collectivity, reciprocity, support, dialogic teaching draws on recent psychological research on children’s development. The approach links with the work of Bakhtin, Bruner, and others as well as with new developments in cultural psychology and activity theory.
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5. CONCLUSION To conclude I will highlight the idea that learning English is not just learning a second language, but discovering a practical usage of it. In this way it is very useful for our students to be aware of the most important of having a communicative competence in a foreign language, in this case, English language making use of all the grammatical aspects which can be suitable for our students. In this study we have attempted to take a fairly view of the distinction between Dialogic texts and the other types of texts we can see a connection between its learning and the communicative process. to their form, function and usage of their parts. To teach them implies not only to widen their academic knowledge but also to deal with phonology, grammar, lexicon, and semantics in order to achieve a success ful level of communicative competence. This linguistic and communicative information will be taken into practice in our everyday speech and this must encourage our students to have the best management of it. We must not forget that it will be present in the teaching-learning process from the lowest levels in the a progressive way. Therefore, this topic is of great importance in the current foreign language curriculum. Since a language cannot be separated from its speakers, it is through the acquisition of communicative aspects that our students will be able to understand and communicate in English achieving a proper accuracy of the language.
6. BIBLIOGRAPHY
ECKERSLEY, C. E. A Comprehensive English Grammar for Foreign Students, Longman, Marlow, 1960
JONES D. An English Pronunciation Dictionary, London 1972.4 The Oxford English Dictionary
Royal decree 1105/2014, of December 26, by which there is established the basic curriculum of the Secondary Obligatory Education and of the Baccalaureate. Order ECD/1361/2015, of July 3, by which there is established the curriculum of Secondary Obligatory Education and Baccalaureate for the area of management of the Department of Education, Culture and Sport, and its implantation is regulated, as well as the continuous assessment and certain organizational aspects of the stages.
www.wikipedia.org www.comunicacion.idoneos.com
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