The Contribution of the Teachers’ Use of Dialogic Discourse Pattern to the Improvement of the Students’ Speaking Ability

As influenced by Bakhtin's conceptualization of discourse (1984), monologic and dialogic patterns are considered as the opposing ends of teachers’ discourse continuum. The current research is to ascertain whether the establishment of the dialogic discourse pattern can improve the students’ speaking ability or not. To this end, firstly, the crucial pre-conditions and rules for the dialogic discourse pattern were recognized. Then, the case study teacher was asked to apply the rules. The students’ speakingwas pre-tested and post-tested. The results indicated that the use of the dialogic discourse pattern could significantly contribute to the students’ speaking ability.