STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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ENHANCING A2 LEARNERS’ SPEAKING SKILL THROUGH THE INTEGRATION OF
MULTIMODAL AND DIALOGIC TEACHING APPROACHES
Naubetbaeva Nurzada Ómirbaevna
PhD student of KSU named after Berdakh
Building speaking proficiency in A2-level students demands creative means that promote
interaction and participation. This paper centers on bringing multimodal pedagogic practices together
with dialogic pedagogic practices in the development of speaking competency. The research describes
how the employment of a combination of various communication modes, i.e., visual, auditory, and
kinesthetic aspects, combined with structured dialogue, can enhance language fluency and confidence.
Practical application and theoretical considerations show the strength of this mix in language learning.
Speaking constitutes a central element of good communication in a target language. Old pedagogy
loses out on richer involvement. The multimodal pedagogy applies different communication modes
[3;76], whereas dialogic pedagogy focuses on formal and informal talk[1;45]. It could be the situation
that they can be combined to develop a comprehensive framework for the enhancement of A2 learners'
speaking skills.
Multimodal Method to Teach Speaking Development Multimodal education is the use of various
semiotic resources—text, image, gesture, and technology—to teach[4;12]. Images, audio contents,
and interactive exercises improve understanding and recall for A2 learners. Multimodal input has been
evidenced to positively influence language learning by addressing various learning styles[5;65].
Dialogic Teaching for Speaking Competence
Dialogic teaching involves the student-teacher interaction dialogue that enhances learning and
language practice[6;32] . It promotes real communication, which enables the learners to practice
planned dialogues that will ultimately become spontaneous conversations. Its effectiveness in second
language learning has been corroborated through research by the provision of adequate speaking
moments [2;9]. Blending Multimodal and Dialogic Approaches Synergy between multimodal and
dialogic approaches offers an engaged classroom. Interactive narratives, role-playing, and digital
media can be used to expose students to more sophisticated language. For example, the use of
animated dialogues in "Guess What? 5" textbooks enables students to observe and listen to
conversational patterns prior to practicing them themselves.
Finally, the combination of multimodal and dialogic teaching modes significantly influences A2
learners' oral competence. The employment of diverse communicative modes coupled with systematic
dialogues contributes to developing fluency, confidence, and motivation. Its long-term impact on
language acquisition is worth further investigation.
References:
1.
Alexander, R. A Dialogic Teaching Companion. Routledge,2020, 45p
2.
Hall, J. K., & Walsh, M, Exploring Second Language Classroom Interaction.
Routledge,2021,9p
3.
Jewitt, C. Technology, Literacy, and Learning: A Multimodal Approach. Routledge, 2008, 76p
4.
Kress, G. Multimodality: A Social Semiotic Approach to Contemporary Communication.
Routledge, 2010, 12p
5.
Mayer, R. E. Multimedia Learning. Cambridge University Press, 2014, 65p
6.
Mercer, N., & Littleton, K. Dialogue and the Development of Children’s Thinking: A
Sociocultural Approach. Routledge,2007,32p
