Teaching dialogue in beginner english classes Introduction Main body

Conclusion
In conclusion, In this globalization era, educators are demanded to be more
professional in their job, otherwise they will be left behind. So, it is important for them to be more creative in finding a new kind of method in teaching process. To support all those things they have to conduct their own strategy of teaching by doing some kinds of research. the definition of dialogue and monologues lexically is the
ability to utter words or sounds with the ordinary voice, or the ability to communicate vocally or to have conversation through practice, training, or talent. Speaking ability / skill is described as the ability to report acts or situation, or the ability to report acts or situations in precise words, or the ability to converse, or the express a sequence of ideas fluently. The writer can conclude that someone who wants to speak a foreign language has to know the rules of that language, like grammar, vocabulary, pronunciation, and word-formation, and to apply them properly in communication. Teaching dialogue and monologue is very important in beginner level classes so that young language learners can use their ability to explain what they gain from lessons. As I explained above there some ways to teach children monologue and dialogue. However, teacher needs to take right actions at the right time. By taking good control over this kind of conditions teacher can teach children.
In my opinion, teacher should care about dialogue than monologue. Because if they use only monologue children may only speak themselves and they might not be able to asses themselves, however, if teachers teach more dialogue young learners can evaluate other’s action and give feedback and also share their ideas. Through this mutual interchange students not only grow in their direct understanding of their own community, and the other individual, but they also develop an open mindset, learning to embrace diversity as a positive facet of contemporary global society.
A child in dialogue drives students to acquire and practice higher level thinking skills and to honestly and respectfully engage with a range of viewpoints. Through direct encounters with those who are different to themselves, students are empowered to overcome prejudice, and are armoured against those whose narrative seeks to divide the world into a simple dichotomy of Good and Bad. In addition, students acquire a range of skills, while simultaneously developing greater confidence and self-esteem as their opinions are engaged with respectfully by their partner. With this approach, the teacher often acts within the role of facilitator, prompting and clarifying questions, and far agency is given to pupils, who are considered collaborators in teaching and learning. The approach was found to boost children’s self-esteem, to supply opportunities for developing critical skills, to enable under-achievers to precise themselves, and to make a climate of ethical seriousness. Children are also helped to interact with ideas and ideas from different traditions, to be reflective about their contributions, and to justify their own opinions. They also discussed how they received their conclusions and are encouraged to acknowledge the likelihood of other viewpoints and to be hospitable the arguments of others. Teaching conversation is a very important part of foreign language learning. The ability to communicate in the language clearly and efficiently contributes to the success of the language learners in school and later in everyday life. Therefore, it is essential that language teachers pay great attention to teaching conversation. They should create a classroom environment where meaningful communication takes place. With this aim, various conversational techniques such as small-group discussions, improvisations, debates, simulations, role-plays and other can be performed in English language classroom in order to develop basic conversational skills necessary for real-life.