Dialogue Style Research Articles

Creativity of the discursive identity of the teacher

The article discusses a creative discursive identity of the teacher as an expert in the center of any educational activity and source of knowledge which is given to students. Effectiveness of the teacher’s professional activity is mainly determined by the level of his skill in communication with other participants in educational process. With the help of creative pedagogical communication, social and professional experience is transmitted from the teacher to those who study; the same happens with specific characteristics associated with the objects under study and life in general. Such communication plays a leading role in shaping the personality of a young man, his self-awareness, life attitude and lifestyle. In the article, the teacher’s creativity is defined as an integral factor that constructs a discursive identity of the teacher. The paper also reviews innovative techniques for implementation the teacher’s creative component. It also analyzes the most effective ones: in the non-verbal sphere (kinetics, proxemics, paralinguistics, extralinguistics, takesics) and the verbal sphere (logical comprehension, detailing, concretization, dialogical style, trend detection).

Deprescribing conversations: a closer look at prescriber-patient communication.

Little is known about the initiation, style and content of patient and healthcare provider communication around deprescribing. We report the findings from a content analysis of audio-recorded discussions of proton pump inhibitor (PPI) and benzodiazepine deprescribing in primary care. Participants were healthcare providers (n = 13) from primary care practices (n = 3) and patients aged ⩾65 (n = 24) who were chronic users of PPIs or benzodiazepines. The EMPOWER educational brochures were distributed prior to (n = 15) or after (n = 9) the patient's usual healthcare provider appointment. Conversations were audio-recorded and coded using MEDICODE to analyze who initiated different themes, whether they followed a monologue or dialogue style, and to what extent the thematic content addressed issues pertaining to: 'dosage/instructions,' 'medication action and efficacy,' 'risk/adverse effects,' 'attitudes/emotions,' 'adherence' and 'follow up.' Descriptive analysis of the conversations was performed with comparison between patients who received the EMPOWER brochure before or after their appointments. Patients were mostly women (67%) with a mean age of 74 ± 6 years. For PPI users, prior education resulted in a greater proportion of themes initiated by patients (44% versus 17%) and maintaining dialogue-style conversations (48% versus 28%). Among benzodiazepine users, conversation initiation (52% versus 47%) and conversation style was similar between both groups. The content of deprescribing conversations for PPIs revealed that patients and their healthcare providers focused less on 'dosage/instructions,' and more on the 'medication action and efficacy' and the necessity for 'follow up.' Conversations about stopping benzodiazepines were more likely to stagnate on the 'if' rather than the 'how.' The initiation, style and content of the conversations varied between PPI and benzodiazepine users, suggesting that healthcare providers will need to tailor deprescribing conversations accordingly.

Language style in the negotiation of class identity in translated contemporary Spanish fiction

Abstract In the early novels of the Carvalho detective series by Manuel Vázquez Montalbán, set in the years of Spain’s transition to democracy, the negotiation of identities and political stance are paramount characterization resources. Given the role of speech in the construction of identity, translations may vary in the readings they afford beyond the detective aspects. We apply the sociolinguistic concepts of identity work and language style (albeit mediated by fictive orality), and the discourse analysis tools of Appraisal Theory, to analyse two working-class characters in Los mares del sur (1979) and in its English (1986) and Croatian (2007) translations. In Spanish the language style of both characters reflects class allegiance, involvement and tenacity, intense feelings, a direct interpersonal approach and a rejection of altercasting. Their vocabulary and quotations from external sources index their ideology. The English translation is the least aware of identity work through language style and interaction. The characters’ standardized speech shows less involvement, tenacity and intensity. The Croatian translation follows the source text literally; involvement is maintained within a fictive colloquial spoken variety. Both translations maintain directness and a contractive dialogic style, and both make references to class and ideology more explicit.

Using and assessing mechanical wave tutorials in introductory physics

The Tutorials in Introductory Physics curriculum produced by the University of Washington Physics Education Group includes tutorials on mechanical waves. The tutorials are written in the style of a Socratic dialogue on topics like superposition, reflection, and transmission of waves. These tutorials have a physics education research basis, leading the student to address common difficulties and misconceptions that have been broadly demonstrated by other students. The tutorials also come with homework assessments and pretest/posttest questions. I will describe my use of these and other tutorials in my own classes, both in standard calculus-based introductory physics courses, as well as in a non-major physics of music class.

Translators’ Troubles: Seeking a Method that Suits the Bhāgavata Purāṇa

This paper discusses the particular challenges that face translators of the Bhāgavata Purāṇa, a text that is unlike any other Purāṇa, due to its use of Vedic grammar, sophisticated poetry, and obscure vocabulary. How might one find a translation method that suits the Bhāgavata? The paper explores translation as a process of vernacularization and of commentary, but finally settles on a pedagogical approach. By conceiving of translation as an act of teaching, the paper argues, the translator is best able to model the Bhāgavata’s own methods—its tightly woven narrative structure, relentlessly focused message, and dialogical style.

VET as transformative, collaborative research: Cross self-confrontation, dialogical artefacts, and the development of organizational dialogue in a Swiss factory

In this article, VET-related collaborative research is discussed as a potential transformative experience for workers/work collectives/work organizations. Three main ideas in the creation of dialogical frameworks for collaborative research are presented: (a) Vygotsky’s research focus on provoking development in order to study it (Vygotsky, 1934/1986); (b) Oddone’s ideas on close collaboration with professionals in ‘associated research groups’ to understand and develop work experience (Oddone et al., 1981); (c) Clot’s psychological concept of activity (Clot, 1999), which includes both ‘realised activity’ and ‘real activity.’ The methodology of cross self-confrontation (Clot et al., 2001; Kloetzer et al., 2015) is based on collective work analysis, thanks to the interplay of two activities – observation and dialogue – within various contexts and for different addressees. Carefully edited video recordings, which we call here ‘dialogical artefacts,’ support this activity of analysis and transformation. This methodology aims at triggering individual thinking, collective elaboration, and rich institutional discussions, with the goal of transforming everyday work organisation. The paper presents a recently completed research project in a Swiss factory, on knowledge transmission and the training of expert workers. The production of films as dialogical artefacts, and their effects in the research and factory, are discussed. In particular, the collaborative research process shows a transformation of the topics and style of dialogue across hierarchical levels.

How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy

Recent professional development programs have enhanced teachers’ ability to change their classroom discourse behaviour to a more dialogic style. Only a few programs investigate the role of video-based reflections in supporting teachers to change their practice. This study focuses on effects of the ‘Dialogic Video Cycle’ (DVC) on teacher self-efficacy as a prominent factor in teaching behavior. Additionally, changes in teachers’ practice and the impact of the DVC on student self-efficacy were examined. Compared with a non-video reflection group, the video reflection group showed a positive trend in teacher self-efficacy and significant effects on practice changes. In the video reflection group, student self-efficacy also showed a positive trend. Video transcripts from the DVC workshops underline the role of teachers’ self-beliefs.

Intercultural communication in the space of higher education: issues of theory and practice

This paper aimed at exploring and discussing modern methods of teaching and learning of inter-cultural communication in higher school. To fulfil the study, both general scientific methods and methods of a number of humanities were applied including an inter-disciplinary approach and philosophy of synergetics. The survey and interviews with direct questions were conducted among students. As the result of the research, discussions on methods of introducing students cross-cultural knowledge and practical skills were held, and the preferences of the students on the issues of learning and teaching intercultural communication were revealed. The most effective methods and approaches to teaching and learning inter-cultural communication in higher school are the philosophy of synergetics and the dialogue style of communication in the classroom. A key challenge for further research is to identify dimensions for inter-cultural competence measurement. Keywords: Inter-cultural communication, philosophy of synergetics, dialogue style, inter-disciplinary approach.

Perception of social synchrony induces mother-child gamma coupling in the social brain.

The recent call to move from focus on one brain’s functioning to two-brain communication initiated a search for mechanisms that enable two humans to coordinate brain response during social interactions. Here, we utilized the mother–child context as a developmentally salient setting to study two-brain coupling. Mothers and their 9-year-old children were videotaped at home in positive and conflictual interactions. Positive interactions were microcoded for social synchrony and conflicts for overall dialogical style. Following, mother and child underwent magnetoencephalography while observing the positive vignettes. Episodes of behavioral synchrony, compared to non-synchrony, increased gamma-band power in the superior temporal sulcus (STS), hub of social cognition, mirroring and mentalizing. This neural pattern was coupled between mother and child. Brain-to-brain coordination was anchored in behavioral synchrony; only during episodes of behavioral synchrony, but not during non-synchronous moments, mother’s and child's STS gamma power was coupled. Importantly, neural synchrony was not found during observation of unfamiliar mother-child interaction Maternal empathic/dialogical conflict style predicted mothers’ STS activations whereas child withdrawal predicted attenuated STS response in both partners. Results define a novel neural marker for brain-to-brain synchrony, highlight the role of rapid bottom-up oscillatory mechanisms for neural coupling and indicate that behavior-based processes may drive synchrony between two brains during social interactions.

Neurological inspiration in Beckett's Waiting for Godot

The work of the Irish writer Samuel Beckett (1906–89) was substantially influenced by his medical readings. In 1952, he wrote his masterpiece Waiting for Godot, a play associated with the Theatre of the Absurd which described the fanciful lucubrations of two marginalised men, Vladimir and Estragon, awaiting the arrival of someone (a saviour; does Godot represent God?) who will never come. While they wait, they are joined by two other marginalised men (Pozzo and Lucky) with a comparable style of dialogue.

The Cultural Study of Dariush Mehrjui’s Adaptation of "<i>A Doll’s House</i>" by Henrik Ibsen in the Light of Linda Hutcheon’s Theory of Adaptation

This paper examines the crucial interplay between cultural studies and translation. It attempts to shed light on how cultural elements such as gender, ideology and social identity, which necessitate doing adaptation, show that an adaptation is a kind of translation. To this end, the present research explored how Henrik Ibsen’s A Doll’s House was introduced to Persian culture as a movie entitled Sara by Dariush Mehrjui, mediated by apprehending the intended function and meaning of the original work and its proximity to the cultural elements application of the Iranian audience, through which Nora in Norway could be ‘translated’ to Sara in Iran, to enlighten both audience. Considering Andre Lefevere’s notions on ideology and Linda Hutcheon’s theory of adaptation, the descriptive and comparative analysis of characters’ Dialogue and element style in A Doll’s House and Sara represented the effect of cultural elements in doing adaptation and yielded that cultural elements interfere or necessitate adapting from the literatures of other cultures or nations.

A Study on the Transition of Dialogic Style Used in Gasa(歌辭) and Sijo(時調)

A Study on the Transition of Dialogic Style Used in Gasa(歌辭) and Sijo(時調)

Sustainability in Higher Education for the Global South:

A workshop on ‘Sustainability in Higher Education from the vantage of the Global South’was organized by the Azim Premji University between 12 and 14 January 2015 inBengaluru, India. Its goal was to explore how sustainability can be integrated into undergraduate,postgraduate and professional courses. The workshop was divided intofour sessions with interlinked themes ”“ the first, with a focus on framing sustainability;the second, on integrating sustainability in higher education; the third, on sustainabilitycurricula; and the last, on pedagogy for sustainability. All four sessions were informedby the broader educational goal of enabling students from diverse backgrounds toenvision, conceptualise, research and implement sustainability in varied personal andprofessional contexts. Participants of the workshop drew upon their varied experiences,from India and institutions across the world, in the teaching and learning of the multidimensionalconcept of sustainability in diverse geographies. The questions, counterquestions,discussions and potential solutions raised during the workshop are presentedin this paper in a dialogic style.

Speech, writing and the body in Gabriel Josipovici’s Hotel Andromeda

The aim of this article is to study Gabriel Josipovici’s dialogue style in his latest fiction, Hotel Andromeda (2014), in order to prove that the dialogue form is used to problematize significant theoretical issues in his writing, namely the problem of speech, writing and the body. The fact that speech and writing are embedded in the text in exactly the same way is an interesting feature of Josipovici’s novel which, against the long philosophical tradition originating in Plato’s dialogues, implies the equality of both means of expression. It seems that the common denominator the author finds for both media is the body which he smuggles into literature through the extensive use of dialogue and the characters’ fascination with the materiality of the written word.

Measure for Measure and the Problem of Style

This essay argues that Measure for Measure’s pervasively strange, even contorted style is cultivated to negotiate the novel condition of publicity that had come to define urban life in turn-of-the-century London. This novel condition prompted city comedies like Ben Jonson’s Every Man in His Humour to extol plain, colloquial styles of theatrical dialogue for their ability to resolve this uncomfortable condition of publicity by projecting the private self into public--thus making oneself familiar to strangers and inviting strangers to present themselves in correspondingly familiarizing styles. Like other city comedies, Measure for Measure orients its style to the publicity of urban life, but it does so strangely, making its style more convoluted rather than less in order to stage the protective withholding of the private self from the public always encroaching upon it. In so doing, Measure for Measure exposes how style, instead of projecting a private self into public, throws back into the public an image of the self it has already created.

Communicative and interactive culture of the modern school teacher: professional requirements, problems, risks

The article is dedicated to the problem of level of dialogical and communicative competence culture of a modern school teacher in Russia. The author reveals the main feature of the communicative culture of a teacher, which consists in the predominance of authoritarian, not dialogical style of communication, training and interaction. In the article problematic aspects are marked, indicating a low level of dialogic-communicative culture of a school teacher. The main risks of the current situation and ways to overcome them are formulated.

18세기 전기 외국어 학습서에 나타난 인용구조 연구

The purpose of this study is to find the syntactic rules in quotative clauses of the foreign language study books in the first half of the 18C. This paper can be summarized as follows. Quotation is classified into direct quotation, indirect quotation, and formal quotation. Indirect quotations account for more than half of the entire quotations. The same result is followed by the characteristics of a book originally written in a dialogic style. Among the direct quotation, examples of ``nil- o-dAi [ ] hA-`` pattern and ``x [ ] hA-`` pattern appeared all a lot. There are many ``x [ ] hA-`` pattern which close to the modern languages. Indirect quotation is classified into abstract indirect quotation, transformational indirect quotation, and naming indirect quotation. In the abstract indirect quotation, ``x [ ] hA-`` pattern appears much more than ``nil- o- dAi [ ] hA-`` pattern. Among the transformational indirect quotation have added to the discourse indirect quotation. Examples of naming indirect quotation were used a little. Almost did not use a formal quotation. It seems to characteristics of the dialogue. A Study on the grammaticalization process of auxiliary particle ``-i-ran`` is kept in the future task.

Machine Teaching: An Inverse Problem to Machine Learning and an Approach Toward Optimal Education

I draw the reader's attention to machine teaching, the problem of finding an optimal training set given a machine learning algorithm and a target model. In addition to generating fascinating mathematical questions for computer scientists to ponder, machine teaching holds the promise of enhancing education and personnel training. The Socratic dialogue style aims to stimulate critical thinking.

God's Chosen People: Judah Halevi's Kuzari and the Sh Im m Doctrine By EHUD KRINIS, translated from Hebrew by ANN BRENER and TAMAR LIZA COHEN

The research that guided the composition of this book is grounded on an adapted doctoral thesis. Ehud Krinis authored the text in Hebrew and published it in English through an annotated translation by Ann Brener and Tamar Liza Cohen. This comparative inquiry is situated at the intersection between Islamic and Jewish Studies. Krinis conducted his textual analysis based on the methods of philology and historiography in mediaevalist studies while relying on a wide-ranging bibliographic body of primary and secondary sources. The scope of his inquiry builds on the scholarship of Shlomo Pines in terms of exploring the influence of Ismaili and Imami doctrines on Judah Halevi’s Kuzari as a mediaeval opus that defended a dogmatic belief in the ‘divine election’ of the children of Israel and their ‘promised’ territorial claim over the Holy Land. The Kuzari was composed in a dialogical style in the third/fourth decades of the twelfth century ce. It was written in Judaeo-Arabic (as an Arabic treatise set in Hebrew letters) and titled Kitāb al-Radd wa-l-dalīl fī l-dīn al-dhalīl (Book of refutation and proof on behalf of the despised religion), or also known as al-Kitāb al-Khazarī, or Kitāb al-Ḥujja. Judah ibn Tibbon translated it into Hebrew under the title Sefer ha-Kuzari (ca. 1167 ce), and it was later set in a Latinate rendition as Liber Cosri: continens colloquium seu disputationem de religione (transl. Johannes Buxtorf; printed edn., Basel 1660).

The Medium Shapes the Message: McLuhan and Grice Revisited in Race Talk Online

AbstractCompared with the wealth of research accumulated on face‐to‐face social interactions, relatively little research has examined race talk within anonymous Web 2.0 mediums. We investigated online threaded comments on YouTube video clips of two race‐related incidents involving New Zealand television presenter Paul Henry. Through thematic content analysis, thematic analysis, and discourse analysis, it was found that characteristics unique to Web 2.0 were associated with the appearance of old‐fashioned racism and high‐levels of obscenity (together with modern racism/symbolic racism). The hyper‐low context of communication led to interpretive ambiguity; conversation sequences failed to follow Gricean maxims for cooperative communication, with most comments attracting no replies and the modal sequence being two turns. There was almost never resolution to a disagreement online: rather there was points‐scoring against opposing opinions and a tangential style of dialogue influenced by the asynchronous and anonymous nature of communication. The YouTube medium shaped but did not determine the message, as obscenity and racist content in the target video from the eliciting public figure influenced the subsequent degree of obscenity and hostility in the responses. A third corpus that examined responses to our own research on race talk presented on a news website (stuff.co.nz) underlined this point by engendering a dramatically different response to the same subject, retaining the tangential style of communication, but with little to no obscenity. A framework to understand race talk as a function of both medium and context effects is proposed. Copyright © 2014 John Wiley & Sons, Ltd.