Dialogue in Foreign Language Education

Dialogue in foreign language education is a collection of studies that explore topics important in contemporary foreign language education, such as: academic discourse, intercultural communication, the use of information technology, critical reading, the development of communicative skills, and anxiety in foreign language learning. Researchers from Poland and abroad discuss the interplay between various factors influencing foreign language learning and teaching. The publication consists of 11 chapters, each followed by comments in which their authors dialogue with the opinions expressed in the chapters. It is our hope that the book will inspire readers to ask questions and pursue new paths along "old, well known" topics concerning foreign language education. Cover 1 Contents 5 Preface 8 Foreign language teachers in dialogue 10 Introduction 10 Diversity as a strength and as a weakness 11 An analysis of academic discourse in the 2006 PNS conferencepapers 13 Roles played by the authors 13 Authors as researchers 14 Dialogue with readers in conference papers 15 Background knowledge and language of communication 16 Conclusion 17 Speaker’s roles and responsibilitiesin academic discourse 19 Dialogue between “academic tribes” and “territories” 20 Intracultural dialogue duringintercultural activities 22 Intercultural and intracultural 22 Daily living: “What did you have for breakfast?” 23 Modes of behavior: visits at home 24 Mundane or symbolic: taking off shoes 25 Socially un/acceptable: kissing in public 26 Non-verbal behavior: eye contact 27 Intracultural points of view: “Seven ways to annoy the Scots” 28 Values: fate and destiny 28 Literary quotes: stereotypes and perceptions 29 Conclusion: relating to one’s own culture 31 What culture and whose culture should we teach? 33 An intracultural approach to buildingintercultural communication skills: The description of a case study 34 How strange! 35 The philosophical foundations for developingIntercultural Communicative Competence:The role of dialogue 37 The commitment to theory:Searching for the theoretical foundationsof intercultural communicative competence 44 Some doubts about “spurring students to action” 45 The importance of theoretical foundationsfor successful intercultural communication 46 Dasein’s Temporal Horizon 47 Parent-child dyads: Fostering or inhibiting second language learning? 49 The role of parent-child dyads in L1 acquisition 49 The role of parent-child dyads in L2 acquisition 51 Forms of a dialogue in L2 instruction 53 Conclusion 57 The role of language acquisition theoriesin EFL instruction 59 Situated identities and interaction learning 61 Introduction 61 Conversation analysis and language socializationused to evaluate FL learners’ communicative competence 62 Situated identities and foreign language learning 64 Research and data analysis 65 Conclusion 69 Are we ourselves in L2 conversations? 71 Learning through interaction – a question of identity? 72 The role of critical readingin promoting dialogic interaction 73 Introduction 73 The essence of critical reading in a foreign language classroom 73 Different checklists of critical reading strategies 75 Questionnaire study and coursebook evaluation 76 Critical reading activities 77 Conclusion 79 Rewriting the canon as a form of dialoguingwith the classics 81 The dialogic nature of the think aloudstudy investigating reading 84 Introduction 84 The concept of reading in think aloud studies 85 The think aloud study investigating reading in Polishand English 86 Goal of the study 86 Subjects of the study 86 Texts used in the study 86 Tasks the subjects completed 87 The process of analyzing the protocols of the study– an interplay between theory and research 87 Analysis of actions (strategies) students applied 87 Problem/solution analysis 88 Analysis of students’ propositions 90 Conclusion 91 Development of reading strategy awareness 93 Research technique as a didactic technique 94 Before they can teach they must talk:On some aspects of human-computer interaction 95 Introduction 95 Chatbots 95 Automatic speech recognition 97 Automatic speech generation 98 Talking heads and pedagogical agents 99 Managing human-machine dialogue 101 Cooperation through alignment 102 Conclusion 103 On some aspects of teacher-computer interaction 106 Dialoguing in curriculum development: On designing Information and CommunicationTechnology training in modern philology setting 107 Introduction 107 Information and Communication Technology in pre-serviceteacher training – dialoguing with trainees 108 Exploiting ICT training for core knowledge development– dialoguing with other instructors 109 Implementing ICT training in the translator trainingcurriculum – dialoguing with the industry 112 Conclusion 115 Challenging the (mis)use of ICT 118 ICT for translators at the Kraków TeacherTraining College? 120 Corpora yes, concordancing no? 119 A Sage on the stage or a Guide on the side?On student-teacher dialogue in the Web-enhancedwriting classroom at the tertiary level 122 Introduction 122 Role of dialogue in adult learning 122 Student-teacher dialogue in Web-enhanced FL learning 124 Promotion of student-teacher dialogue in Web-enhancedwriting instruction 125 Conclusion 129 Writing in the world of transactional communication 132 Does web-enhanced learning mean new didacticrelations 133 Peer student dialogue in thesis writing:A possibility to consider 135 Foreign language anxietyin test and classroom situation 136 Theoretical considerations 136 Foreign language classroom versus foreign language test anxiety 137 State versus trait anxiety 137 Harmful versus helpful anxiety 138 Language skill approach 139 Empirical measurement of foreign language anxiety 141 The test-takers 141 Instruments 142 Analyses of the data 143 Teacher trainees’ comments on test anxiety 148 Back cover 151 Dialogue in foreign language education is a collection of studies that explore topics important in contemporary foreign language education, such as: academic discourse, intercultural communication, the use of information technology, critical reading, the development of communicative skills, anxiety in foreign language learning. Researchers from Poland and abroad discuss the interplay between various factors influencing foreign language learning and teaching. The publication consists of eleven chapters, each followed by comments in which their authors dialogue with the opinions expressed in the chapters