Dialogic Signals In Argumentative Discussions of Advanced Polish Learners Of English
Wydawnictwo Naukowe UAM
The first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective. Next, the thesis is discussed concerning developing learners' interactional competence to foster learner discursive independence in argumentative discussions in English as a foreign language. Finally, after a short review of dialogic signals, the article presents a preliminary analysis of selected dialogic signals: evaluating reformulations and piggybacking as the ways of achieving reciprocity in argumentative discussions.
dialogic signals, argumentative discussions, Polish learners of English
Glottodidactica, Vol. 29, 2001, s. 85-103