DiPietro's Strategic-Interaction Method: equal weight to form and function across three dimensions of conversational discourse¶

Theory · All theories
Evidence · no claims cited

Description¶

The Strategic-Interaction (S-I) Method, designed by Robert J. DiPietro, is a pedagogical model in which "The SLI model gives equal significance to both fOrmand function" and all matters to be taught "are cast in theframework of conversations". It analyzes conversational discourse along three dimensions: the formal dimension (referential meaning open to grammatical analysis), the transactional dimension, "by whichparticipants utilize the language to motivate actions in their favor", and the interactional dimension, dealing with how conversations reflect the execution of roles. Classroom practice is organized into on-stage phases (performing, open to evaluation) and off-stage phases (learning and acquiring skills), with two axes: an elaborative axis reserved for grammar work and a consecutive axis dedicated to advancing conversational language.

Design Implications¶

Context¶

Requirements¶

• Teachers need skills in perceiving native-language interference, constructing scenarios, evaluating materials, and matching pedagogical functions to personality differences

Constraints¶

• The packet notes the S-I outline is sketchy, intending "to allow a more detailed methodology to grow around it"; a scheme of role types remains to be worked out

Target Learners¶

• second language and bilingual learners; bilingual and FL teachers in training

Target Learning Objectives¶

• conversational competence integrating form, transactional strategy, and role interaction

Claims¶

Related Theories¶

• Canale and Swain's integrative framework of communicative competence: grammatical, sociolinguistic, and discourse components
• DiPietro's Strategic-Interaction Method gives equal significance to form and function and analyzes conversation along formal, transactional, and interactional dimensions

Examples¶

• Open-ended scenario: collaboratively planned, acted-out, and debriefed role play for language learners

Key Sources¶

• Calderon, Margarita; And Others. (1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets. https://eric.ed.gov/?id=ED226607