A case study of L2 classroom discourse analysis through dialogic lens / Sheila Adelina Ramasamy

Sheila Adelina , Ramasamy (2023) A case study of L2 classroom discourse analysis through dialogic lens / Sheila Adelina Ramasamy. PhD thesis, Universiti Malaya.

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Abstract

Classroom discourse which is made up of spoken interactions plays an important role in facilitating second language learning and acquisition. It is also a crucial tool for collective thinking. From a socio cognitive perspective, classroom discourses which are dialogic contribute towards second language learning and acquisition and therefore the interactional opportunities influence the success of students’ second language acquisition. Acknowledging the potentiality of dialogic classroom discourses in enhancing second language learning and acquisition (L2) amongst Malaysian students, the Ministry of Education Malaysia (MOE) designed and implemented a professional development programme known as Oral Proficiency in English (OPS-English) which focused on dialogic teaching in the teaching of English amongst lower secondary teachers in Malaysia. (Ministry of Education, 2013). This study explored and investigated the perceptions and classroom practices of eight Malaysian second language teachers on dialogic teaching as a form of classroom discourse in facilitating students’ oral communication skills and acquisition as well as shaping students’ cognitive development. The study adopted a qualitative approach which involved a case study design comprising semi-structured interviews and classroom observations. The interview findings were validated with classroom observations of four teachers to investigate the dialogic features prevalent in the discourse pattern used by the teachers. The Discourse Analysis (DA) method facilitated the identification and analysis of the dialogic features employed by the teachers. The findings of this study indicate that dialogic teaching was perceived as an interactive and meaningful discourse structure that affords L2 oral communication skills and acquisition. The adoption of dialogic teaching as a pedagogic discourse demonstrated the teachers’ pedagogical shift towards a social process of learning which took advantage of the dialogic features introduced during professional development. Nevertheless, the teachers were challenged with issues of students’ proficiency that obstructed their effective intervention process. Hence, the teachers needed improvement in enacting the dialogical approach into their L2 practices. The findings have key educational implications in terms of teacher discourse patterns and for further research in terms of facilitating second language acquisition.

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