DiPietro's Strategic-Interaction Method gives equal significance to form and function and analyzes conversation along formal, transactional, and interactional dimensions¶

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 all matters to be taught are cast in the framework of conversations, giving equal significance to both form and function of language. It recognizes three dimensions of conversational discourse open to pedagogical elaboration: the formal dimension (referential meaning open to grammatical analysis), the transactional dimension (language used to motivate actions in one's favor through strategies, protocols, and counterstrategies), and the interactional dimension (how conversations reflect execution of roles). Classroom management divides time into on-stage phases, where students perform and are open to evaluation, and off-stage phases, where they learn and acquire skills.

Design Implications¶

Context¶

Requirements¶

• Classroom orientation hinges on conversation; teachers shift between authoritarian, coach, and trainer roles while students move from passive roles to players

Constraints¶

• The packet describes the outline as sketchy, intending "to show its essentials and to allow a more detailed methodology to grow around it"

Target Learners¶

• second language learners
• bilingual and foreign language students

Target Learning Objectives¶

• conversational competence
• strategic competence in interaction

Claims¶

Related Theories¶

• Canale and Swain's integrative framework of communicative competence synthesizes grammatical, sociolinguistic, and discourse knowledge
• DiPietro's Strategic-Interaction Method: equal weight to form and function across three dimensions of conversational discourse

Examples¶

• Teacher training packets operationalize communicative competence theory through workshop activities, pre/posttests, and guided discussion rather than expert knowledge alone
• Open-ended scenario: collaboratively planned, acted-out, and debriefed role play for language learners

Key Sources¶

• Calderon, Margarita; DiPietro, Robert J.; Larsen-Pusey, Mary Ann; Rubio, Olga. (1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Series B. Teacher Edition. Evaluation, Dissemination and Assessment Center, Dallas. https://eric.ed.gov/?id=ED226608