Assessing the efficacy of the dialectic method in promoting advanced L1 and L2 English conversational skills: a systematic review protocol

Thesis

This systematic review examines the use of the dialectic method (a mutually respectful philosophical dialogue where interlocutors contrast a thesis with its antithesis to arrive at a synthesis) in terms of advanced first language (L1) and second language (L2) oral proficiency contexts. The focus of the dialectic method is on the pursuit of truth through the oral comparison of opposing views. Thus, the method lies at the intersection between cognition, speech, and reasoning. In fact, the ancient philosopher Plato credited dialectic as supreme among the academic disciplines (Plato, 1892a). I argue that since the method involves philosophical reasoning tasks at the highest levels of language, it should plausibly be seen also as a method for developing language abilities either in L1 or L2 contexts. This systematic review was conducted to define the dialectic method and explore the ways that it has been used to assist advanced L1 and L2 English speakers to even higher levels of proficiency. The findings presented in this dissertation are the product of a systematic review protocol approved by the International Database of Education Systematic Reviews (IDESR). A total of 53 databases were searched across fields such as education, linguistics, sociolinguistics, philosophy, theology, psychology, multidisciplinary, general academic, and grey Literature. A total of 1,482 records were retrieved; 353 duplicates were removed; and 1,129 titles and abstracts were reviewed for applicability. Of those 55 were sought for full-text screening, 53 were eliminated, and two reports were included in the qualitative synthesis. None met the criteria for quantitative synthesis. The qualitative findings provide useful insights into potential benefits of dialectic method interventions, which cannot be confirmed due to the lack of empirical evidence, yet provide the impetus for further research.

Authors: Griswold, TC

• DOI: 10.5287/ora-o52xnxjao
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: Greek and English
• Keywords: English oral proficiency; ESL English as a second language; CF corrective feedback; EEF Education Endowment Foundation; English conversational skills; SLA second language acquisition; dialectic method; advanced English; CEFR Common European Framework of Reference for Languages; AI artificial intelligence; ZPD zone of proximal development; JBI Joanna Briggs Institute; PRISMA preferred reporting items for systematic reviews and meta-analyses; OPI oral proficiency interview; ACTFL American Council on the Teaching of Foreign Languages; theology; Socratic dialogue; L2 second language; WTC willingness to communicate; Platonic dialogues; IDESR International Database of Education Systematic Reviews; philosophy; Plato's Republic; FSI Foreign Service Institute; L1 first language; EFL English as a foreign language
• Subjects: Conversation analysis; Intercultural communication; Education; Conversation; Dialectic; Dialogue; Philosophy; Foreign Language Learning; Theology; Discourse analysis; Debate; Cross-cultural studies; Second Language Acquisition; Theoretical Linguistics; Foreign Language Teaching; Linguistics; Applied linguistics; Socratic Dialogue