Bakhtin’s Influence: Α Dialogic Approach to Teaching of Argumentation / Bahtin’in Etkisi: Argümantasyon Öğretiminde Diyalog Temelli Bir Yaklaşım

Öz

According to Bakhtin’s theory, an argumentative text encompasses qualities such as heteroglossia, polyphony and dialogism that enable the students’ transition from monologic to dialogic cognition of others’ ideas. Such a knowledge may conduce to the dialogic formation of argumentative writing and raise the students’ awareness on the argumentative genre. Influenced by Bakhtin’s theory, the following paper presents an intervention case-study in teaching argumentation conducted in a group of twenty four 12-year old students of a Greek primary school. Data has been gathered from class recordings of role playing games, dialogic interactions as well as from written argumentative texts. Results showed that the aforementioned activities conduced, first, to the introduction of counter-arguments and rebuttals in the students’ texts and, second, to the empowerment of their individual persuasive speech. 

Anahtar Kelimeler

• Βakhtin, dialogue, argumentative text, writing, primary school

Kaynakça

1. Andrews, R. (2010). Argumentation in higher education. Improving practice through theory and research. New York: Routledge.
2. Bakhtin, M. M. (1981). Discourse in the novel. M. Holquist (Ed.), The dialogic imagination (ss.665-678). Austin: Texas University Press.
3. Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics. Minneapolis: University of Minnessota Press.
4. Bakhtin, M. M. (1986). The problem of speech genres. C. Emerson and Holquist, M. (Eds.), Speech genres and other late essays (ss. 60-102). Austin: University of Texas Press.
5. Bakhtin, M. M. and Medvedev, P. N. (1978). The formal method in literary scholarship. A critical introduction to sociological poetics. Baltimore: Johns Hopkins University Press.
6. Clark, K. and Holquist, M. (1984). Mikhail Bakhtin. Cambridge: Harvard University Press.
7. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20, 37-46.
8. Derewianka, B. (1990). Exploring how texts work. Rozelle N.S.W: Primary Teaching English Association.

9. Emerson, C. (1996). The outer word and inner speech: Bakhtin, Vygotsky and the internalization of language. H. Daniels (Ed.), An introduction to Vygotsky (ss. 123-142). London: Routledge.
10. Gee, J. (2014). An introduction to discourse analysis. Theory and method. London: Routledge.
11. Holquist, M. (1990). Dialogism.Bakhtin and his world. London: Routledge.
12. Lave, J. and Wenger, E. (1996). Practice, person, social world. H. Daniels (Ed.), An introduction to Vygotsky (ss. 143-150). London: Routledge.
13. Matusov, E. (2009). Journey into dialogic pedagogy. NY: Hauppauge, Nova Science Publishers.
14. Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.
15. Morris, P. (1994). Bakhtin reader. London: Arnold.
16. Rogoff, B. (1990). Apprenticeship in thinking. Cognitive development in social context. Oxford New York: University Press.
17. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
18. Verma, G. K. and Mallick, K. (2004). Researching education. Perspectives and techniques. Tipothito–G. Athens: Dardanos.
19. Vice, S. (1997). Introducing Bakhtin. Manchester: Manchester University Press.
20. Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
21. Vygotsky, L. (1987). Problems of general psychology. The collected works of L.S. Vygotsky. Vol. 1. New York: Plenum.