From the communicative-cognitive point of view, it is necessary to look at dialogic discourse as an active phase of the transition of language skills to speech skills. In this regard, discourse is considered as the articular form of consciousness consisting of a set of knowledge that motivates the speech activity of the interviewees. This empirical study draws on recent developments in dialogic approaches to learning and teaching and explores the relationship between the dialogic discourse pattern and improvement of the students’ participation and learning in an online EFL context. Developments in the dialogic teaching from two perspectives, namely didactic and psychological are reviewed and necessary preconditions and rules for the teachers to have a dialogical discourse pattern as an approach to classroom interaction are considered. It is assumed that when clearly defined, rules for a dialogic discourse pattern can lead to the development of students’ overall performance and mainly speaking skills.

中文翻译：

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探索在线课堂语境中对话话语模式的教学心理特征

从交际认知的角度来看，有必要将对话话语视为语言技能向言语技能转变的一个活跃阶段。在这方面，话语被认为是一种意识的表达形式，它由一组知识组成，可以激发被访者的言语活动。这项实证研究借鉴了对话式学习和教学方法的最新发展，并探讨了对话式话语模式与提高学生在线参与和学习之间的关系英语语境。从教学法和心理学两个角度回顾了对话教学的发展，并考虑了教师将对话话语模式作为课堂互动方式的必要前提和规则。假设如果定义明确，对话话语模式的规则可以导致学生整体表现和主要是口语技能的发展。