A Study On The Application Of Dialogic Teaching To English Writing Instruction In Senior High School

Dialogic teaching is a new form of teaching approach,which embodies the ideas of dialogue such as equality,openness,listening,communication and cooperation.Under the background of the new curriculum reform,it emphasizes the harmonious relationship among teachers,students and texts,mutual trust between teachers and students,students' active participation and subjective initiative in the process of teaching.Therefore,how to implement dialogue in English writing teaching remains to be studied in depth.Based on Paulo Freire's Dialogue Education Philosophy and Constructivism Theory,this study proposed an operation mode of dialogic teaching in senior high school English writing class to explore its influences on students' reader awareness,peer response ability and writing performance.This study is to answer three research questions: 1)What effects does the dialogic teaching have on students' reader awareness in English writing? 2)What effects does the dialogic teaching have on students' ability of peer response? 3)What effects does the dialogic teaching have on students' English writing performance?The author selected two classes of Senior Two in a senior high school in Panjin whose grades were comparable to each other to conduct a 16-week writing teaching experiment.The experimental class(EC)used the dialogic teaching method,while the control class(CC)used the traditional method.The author carried out questionnaires,pre-test and post-test of writing in the two classes before and after the experiment,and made statistical analysis of the collected data with SPSS 22.0.The results showed that compared with the traditional writing teaching method,the dialogic teaching method greatly improves the students' reader awareness in writing,and more effectively improves the students' peer response ability and writing performance.In addition,in order to figure out students' understanding and views on dialogic teaching,the author also interviewed six students randomly selected from the experimental class.The results of the interview indicated that students prefer and accept the dialogic teaching.The enlightenment of this study for senior high school English writing teaching is that teachers and students should interact on the basis of equal status in the whole teaching process,and teachers should focus on fostering peer response ability in the dialogues between students and reflect on and correct the shortcomings.Future research should pay much more attention to cultivating reader awareness,and make classified explanations and targeted peer response of compositions.