Education English | The definition of dialogue | There are some techniques that can be implemented in the teaching of specking, such as guessing game, debate, small-group discussion, role play, and dialogue. Talking about dialogue, actually there are many definitions of dialogue which have been stated by experts. However, in general their definitions are similar. Basically, a dialogue is a traditional language learning technique that has gone somewhat out of fashion in recent years. Mulvaney (1990) defines that dialogue is conversation, either written or oral, between two or more participants on some issue of genuine importance to the speaker. As conversation, dialogues are necessary social in character, and hence ideally suited to the classroom, where there are usually at least two (and usually more) persons.
Based on the above definition it can be said that in dialogue, the students are taught a brief dialogue which they learn by heart. They then perform it in front of the class. Learners can be asked to perform the dialogue in diferent ways, different moods (sad, happy, bored), and different role relationship. The most important thing in this case is that they have to memorize the dialogue before they perform it. So in performing the dialogue, the teacher takes himself to be a relatively inexpert facilitator in the learning process and only chooses the topic which is familiar with them. It is supported by Thornbury (2004) that when the dialogue has been constructed and practiced, ask one or two pairs of the students to perform it in front of the class, this is a standard part of the dialogue building sequence may encourage students to take the parts practices a stage more seriously.
In the ESL teaching world using dialogue, Beare (2003) classifies that there are two kinds of dialogues:
1. Authentic dialogues
The materials takes from authentic source such as radio interview, magazine article etc. by using authentic dialogue learners are confronted with “ real life “ experiences in which they will have to function.
2. Scripted dialogues
The material taken from the issues that may be beyond the scope of the current level. By using scripted dialogues, the teacher can steer the class toward new language skill.
Based on the above description it can be said that in dialogue, the students given fictitious roles in which they can practice to communicate with their English in a given
situation that likely happens in a real situation and the students’ experience situations that exist in their daily lives.
Based on the above definition it can be said that in dialogue, the students are taught a brief dialogue which they learn by heart. They then perform it in front of the class. Learners can be asked to perform the dialogue in diferent ways, different moods (sad, happy, bored), and different role relationship. The most important thing in this case is that they have to memorize the dialogue before they perform it. So in performing the dialogue, the teacher takes himself to be a relatively inexpert facilitator in the learning process and only chooses the topic which is familiar with them. It is supported by Thornbury (2004) that when the dialogue has been constructed and practiced, ask one or two pairs of the students to perform it in front of the class, this is a standard part of the dialogue building sequence may encourage students to take the parts practices a stage more seriously.
In the ESL teaching world using dialogue, Beare (2003) classifies that there are two kinds of dialogues:
1. Authentic dialogues
The materials takes from authentic source such as radio interview, magazine article etc. by using authentic dialogue learners are confronted with “ real life “ experiences in which they will have to function.
2. Scripted dialogues
The material taken from the issues that may be beyond the scope of the current level. By using scripted dialogues, the teacher can steer the class toward new language skill.
Based on the above description it can be said that in dialogue, the students given fictitious roles in which they can practice to communicate with their English in a given
situation that likely happens in a real situation and the students’ experience situations that exist in their daily lives.
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