Speech Dialogue Research Articles

Psyholinguistic image of Elsa (in the film Frozen)

The article considers the peculiarities of creating a psycholinguistic image of a film character belonging to “the Mystic” psychological archetype. The work contributes to the study of a comprehensive system of psycholinguistic images of the mass culture English-language films in XXI century. The paper regards the fantasy film by C. Buck and J. Lee “Frozen” (2013). Dialogic speech of the characters is a universal means to reveal the psychological type of a character. According to the classification of psychological archetypes by V. Schmidt (2007), the queen Elsa belongs to “the Mystic” archetype, with the following distinguishing features. She feels a connection with something supernatural, with something greater than herself. The feature is revealed by metaphors and lexico-semantic groups POWER and STORM to depict Elsa’s magical abilities to create snow and ice. She finds solace in loneliness, which is demonstrated by the lexico-semantic group ISOLATION. She is able to resist when her opinion is manipulated, which we see in the confrontational style of communication with the antagonist Prince Hans. Neither the idea of marriage nor material possessions interest her. Elsa’s family is her sister Anna, which is depicted by frequent appellatives “Anna”, pronouns of the second person singular to define Anna and the lexico-semantic group CARE. She tries to keep the peace in the relationship at any cost, thus frequenting the token “please” and requesting speech acts in her speech and using the verbal tactics to avoid conflict. She tries to overcome her fears but sometimes she fails, which is disclosed by exclamatory sentences in combination with the tokens of the group ANXIETY to express fear, sorrow and anxiety. Frequent use of the first-person singular pronoun demonstrates her concentration on herself, her feelings and emotions. She needs a place to escape from reality, which is depicted by metaphors and tokens of the group ESCAPE. She is rarely in a hurry, thus her shorter than Anna’s sentences and lower speech rate. Others see her as either weird or dangerous, bringing Elsa to hide her abilities, which is displayed by the lexico-semantic group CONCEAL.

ДИАЛОГИЧЕСКАЯ РЕЧЬ: ПРОБЛЕМЫ ФОРМИРОВАНИЯ В УСЛОВИЯХ ИНДИВИДУАЛЬНОГО ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ

Our research presents the results of experimental work of dialogical speech mastering during individual English lessons. After years of studying English language in a secondary school many students have various difficulties, both linguistic and psychological during communicating with native speakers. With the help of individual lessons, it is easier for teachers to adjust the learning process and fill in the gaps in the student’s communicative competence. One of the main conditions for organizing a dialogue is creating an atmosphere of trust and benevolence, freedom and mutual understanding. In addition to the traditional methods, rolebased communication, BYOD technology and a set of dialogized exercises for audio and video materials were used during one-to-one classes. The control test showed that students of the experimental group have a higher level of proficiency in dialogue skills.

Классификация текстовых единиц с семантикой обращений в системе русского языка

We consider the main qualification features of text units with the semantics of reference to participants in the communicative Russian speech space, taking into account lexical and gram-matical ways of expression. This allows us to determine their differential features and classifica-tion types, reflecting the dynamics in the formation of references in the system of the modern Russian language. We pay special attention to references of different forms, which not only represent the speaker’s attitude to the object of speech, characterize it, but also enhance imagery and emotionality, give us an idea of the author as a linguistic person. We emphasize that conversion should be considered a linguistic universal. It serves the organization and regulation of communication relations. The choice of a particular form of reference reflects the attitude towards the interlocutor, conditioned by a variety of factors. That is why conversion is a socially important component of dialogical speech. We determine the main parameters of the semantic, grammatical and functional features of references based on the materials of linguistic research, as well as the prospects for scientific research in this direction. A survey is conducted on the use of certain forms of references strangers among students of the Derzhavin Tambov State University. Questions related to their perception of the most frequent references in the modern Russian language are proposed. We establish that in modern Russian there is a problem when references a stranger.

МІЖМОВНА ІНТЕРФЕРЕНЦІЯ НЕСПОРІДНЕНИХ МОВ: ІСПАНСЬКА Й АНГЛІЙСЬКА МОВИ

The article is devoted to the description of interlingual interference in Spanish-speaking countries on the example of the phenomenon of “Spanglish”. The article outlines the content of language interference and bilingualism. The definition of the term “language interference” is given. The concept of Spanglish is specified and the main characteristics of the studied phenomenon are presented. The causes, content, and consequences of the formation of the “Spanglish” phenomenon are singled out. The main models of functioning of the phenomenon on the material of dialogic speech of Spanish and English-speaking students, Internet resources, literary and film works are revealed. The geographical areas most prone to the formation, spread and popularization of the phenomenon of “Spanglish” are outlined. In the end of the research we came to the conclusion that because translation is an integral part of intercultural communication, interference in this case is the result of bilingualism (or multilingualism) of the translator with a subsequent impact on the translation process – often negative. The problem of interference is considered in the framework of language contacts, when a person who speaks two languages violates the rules of correlation of these languages. Languages interact with each other, resulting not only in the borrowing of language units, but also the convergence of languages as a whole. We figured out that the main reason and condition for the manifestation of interference is bilingualism/multilingualism and linguistic contact. The place of manifestation of interference is the bilingual himself or the person who performs the translation, when he tries to compensate some linguistic units with units from another language, which can involuntarily lead to literalism, accent and distortion of the meaning of the original text. We found out what are the methods of overcoming unwanted interference, as well as what a teacher can do at school or university to prevent the introduction of signs of speech interference in students’ speech.

ЛІНГВАЛЬНІ ТА ЕКСТРАЛІНГВАЛЬНІ ЗАСАДИ ФОРМУВАННЯ ПЕРСЬКОМОВНОЇ КОМПЕТЕНТНОСТІ В ДІАЛОГІЧНОМУ МОВЛЕННІ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ У СФЕРІ ЗАБЕЗПЕЧЕННЯ ДЕРЖАВНОЇ БЕЗПЕКИ

Background: Training of future interpreters in the sphere of safeguarding state security envisages building speaking competence in dialogue. This competence is considered in the context of lingual and socio-cultural paradigm of language education, which involves determining linguistic and extralinguistic principles of dialogical speech in the sphere of Persian business communication. Building of Persian business communication skills is targeted at students’ gaining extra lingual knowledge of safeguarding of state security sphere, language tools that name concepts, phenomena, processes of this field, strategies and tactics of communication, language tools for their implementation, nonverbal communication tools, and elements of nonverbal behavior relevant to native speakers. Purpose: The purpose of the research is to characterize the linguistic and extra lingual principles of building Persian speaking skills in dialogue in future interpreters in the sphere of safeguarding state security. Results and Discussion: The study has revealed that in the professional communication of the indicated specialists the following functional types of dialogue are used: dialogue-questioning, dialogue-agreement, dialogue-discussion. These are realized through a range of communication strategies (strategy of establishing and maintaining relations, conflict-avoiding strategy, argument strategy, discrediting strategy). Additionally, the Persian language tools used to implement the identified strategies have been described. The main styles of the negotiation process such as business conversation, business telephone conversation, discussion as well as specific verbal and nonverbal means of communication have been considered. The prospect of further research is the development and empirical validation of methodology for building Persian speaking skills in dialogue of future interpreters in the sphere of safeguarding state security

СТРУКТУРНО-ПРАГМАТИЧЕСКИЕ ОСОБЕННОСТИ ПЕРЕКЛЮЧЕНИЙ КОДОВ В РЕЧИ ПЕРСОНАЖЕЙ ПРОИЗВЕДЕНИЯ «МАРСЕЛЬСКАЯ АВАНТЮРА» ПИТЕРА МЕЙЛА

This article studies the interdependence between structural and pragmatic aspects of code-switches (CS) observed in the dialogic speech of the novel «Marseille Caper» by Peter Mayle. The matrix language of bilingual utterances is English and the embedded language is French. The article provides a detailed description of the classification of code-switches according to types and the functions they perform. Different types of code-switches have been identified: intersentential (44 units), intrasentential - within a phrase (insertions - 25 units, embedded language islands - 36 units), parenthetical switches - 20 units. The study has shown that the intrasentential type (81 units) is the most frequently used code-switch type in the bilingual characters’ speech. Besides, intrasentential type occurring within a simple sentence is more popular in comparison with parenthetical switches with the embedded language islands being predominant. It is argued that the most common pragmatic function in the bilingual characters’ speech is the subject-thematical one represented by the embedded language islands. It is revealed that the code-switches in the novel perform mainly subject-thematic (62 units), emotional (18 units) and emphatic (18 units) functions. The subtype of intrasentential type - parathentical switches - is represented by the greatest variety of functions (7).

Interpersonal Soliloquy: Self and Audience in Shakespeare and Augustine

This essay re-examines the meaning of Shakespearean soliloquies in light of both historical context and performance practice, arguing that they stage the interpersonal dimensions of identity in early modern culture. Solo speeches in Richard II and Hamlet offer textual evidence of their intended performance not as mere inward contemplation but as direct encounters with the playhouse audience. As dialogic speech acts, they constitute a deliberate ontological paradox: the act of speaking “alone” onstage becomes a dynamic interpersonal process in which the audience plays a crucial role. This key stage-audience exchange resonates with the practice of Augustinian “soliloquy” as exemplified in contemporary religious texts. Augustine’s own Soliloquies are alive with the paradox that his fullest act of self-speaking is inherently a dialogue, voicing not just subjective experience but the reciprocal recognition of an interlocutor. By the late seventeenth century, however, the neoclassical disparagement of direct-address soliloquy as unnatural and ridiculous reflects a radical shift toward conceptions of the self as a more discrete and self-contained entity. Critical readings of Shakespearean soliloquy have often followed that post-Renaissance view, missing the significant role of the audience that Shakespeare writes into the action of soliloquy. Today’s players have helped to recover that dramaturgy of interplay. [N.S.]

Study of Dialogue Speech in Children with Autism Spectrum Disorder

Study of Dialogue Speech in Children with Autism Spectrum Disorder

Nationally conditioned models of manipulative communication in Russian dialogical speech

Nationally conditioned models of manipulative communication in Russian dialogical speech

The Technology of the Development of Dialogical Speech Skills of the Students Based on Foreign Language Communicative Online Training

The topic of the article is quite acute as there exists a need to search for new online educational technologies that will further increase the efficiency of foreign language educational process at modern universities in Russia. The purpose of the article is to present the methodological foundations of foreign language communicative preparation and analyze the quality of the influence of foreign language communicative online training on the development of dialogical speech skills of the students. The leading method of studying this issue is an experimental teaching method. The study was carried out among bachelor's degree students majoring in 44.03.01 «Pedagogical education» with a minor of «English as a foreign language» at Linguistics University of Nizhny Novgorod, Russia and allowed to reveal the positive dynamics in the experimental groups. The article proves that foreign language communicative online training is a modern educational technology that aims at active development of students' dialogical speech skills and significantly differs from ordinary communicative training in the following features: the presence of certain stages correlated with the developed dialogical speech skills of students, ensuring active social preparation of students to further implementation of foreign language communication in the field of interpersonal and professional interaction; creation of conditions for expanding individual foreign language communicative experience. The materials presented in the article contribute to the integration of the procedural component of foreign language communicative online training in foreign language classes at the university.

Development of dialogical speech in elder preschool age children with moderate mental delay

Development of dialogical speech in elder preschool age children with moderate mental delay

APPLICATION OF "DIALOGUE OF CULTURES" APPROACH IN THE COURSE OF INTERCULTURAL COMPETENCE DEVELOPMENT AMONG MILITARY STUDENTS OF HIGHER MILITARY EDUCATIONAL INSTITUTIONS

The relevance of the article is substantiated by the development of intercultural competence which is assumed to be the required quality for military personnel nowadays.The article considers the analysis of features and prospects of "dialogue of cultures" educational approach application through the intercultural competence development among military students of higher military educational institutions in the course of foreign language training. The concept of dialogue and its role in the development of foreign language and intercultural competence is defined. The necessity to develop the dialogic speech competence with the use of other cultures interaction is substantiated.The article analyzes the basic principles of "dialogue of cultures" approach, which were established in the late 20th century based on the ideas of dialogue of cultures school by the philosopher B. Bibler. The article elicits a number of modern teaching approaches, which in combination with the technology of "dialogue of cultures" will help to form the necessary competencies of cadets of higher military educational institutions for professional communication. The algorithm of introduction of technology of "dialogue of cultures" provided in four stages is offered: diagnostics of readiness of cadets for communication, search of motivating factors, application of system of exercises for communicative interaction between cadets in the form of dialogue, providing feedback.It was found that the use of "dialogue of cultures" approach promotes developing a number of key competencies, i.e. the development of speech skills and critical thinking, the ability to search for information and use it in the speech, the enhancement of teamwork skills, and training through dialogue. Such competencies development is the condition to form intercultural competence, which enables servicemen to solve their professional tasks, as they affect the formation of cultural policy during international communication with representatives of various strata of society.

LEARNING AND SPEAKING THE UZBEK LANGUAGE AS A FOREIGN LEARNING FOR SPEECH ACTIVITY PREPARATION

The purpose of the article is to study the issues of teaching foreign students to read and speak in Uzbek using the types of speech activities in teaching Uzbek as a second foreign language. The content, forms, means of teaching the types of speech activities in the educational process consists of research, generalization and systematization. The object of the article is the current state of the study of speech activities, its essence, the content of the educational process, the comparative status of traditional methods and new approaches to the study of the subject, their application in practice, new modern technologies for teaching reading and speaking and further development of students' knowledge and skills in reading and speaking in Uzbek, further development of their vocabulary, further expansion of their knowledge of linguocultural studies, development of monologue and dialogic speech.

Dialogicality of the Extremism Discourse

The article addresses the possibility of isolating extremism discourse as a specific kind of discourse. As criteria for such determination are proposed: a common subject, quantitative parameter (sufficient quantities of such texts), presence of a genre variety of texts of this discourse. The study material is the texts of the dialogue and monologue speech: correspondence on the Internet of interpersonal and public nature, articles. The linguistic analysis methods (lexical-semantic, stylistic, semantic, communicative-pragmatic analysis) were used to study the material. The main feature of extremism discourse is dialogicality, which is the relation of different semantic positions, consideration of the addressee’s position, consideration of the opponents, and implementation in the author’s dialogue. Forms of representation of dialogicality in texts and genres of the extremism discourse are considered. The study revealed the following features of the extremism discourse: significant roles of a addresser and addressee, the use of the strategies of self-presentation and discrimination by the communicants, the juxtaposition of “friends” and “strangers” groups, updating of the “friends” and “strangers” concepts.

Principles and Techniques for Competence Formation in Russian Dialogical Speech among Iraqi University of Baghdad Students

The article has an attempt to name the principles and techniques for competence formation in Russian dialogical speech among Iraqi University of Baghdad students. The notion of competence in dialogic speech is defined as the ability to successfully implement spoken foreign language activities in a dialogic form in accordance with the situation of communication. It is established that the competence in dialogical speech is based on the acquired knowledge (declarative and procedural), skills (phonetic, lexical and grammatical) and skills (speech, training, intellectual and compensatory). It is reported that the implementation of every of the above components of competence in the dialogical speech for Iraqi University of Baghdad students occurs through the implementation of certain principles (activity principle, visibility principle, situationality principle, the principle of advanced professional orientation of educational material, novelty principle, functionality principle), and methods or technologies (work in pairs, work in triples, work in small groups, carousel, aquarium), which will enable to achieve high results in training Russian as a foreign language for the Iraqi University of Baghdad students.

Paul and Socrates in Dialogue: Points of Contact between the Areopagus Speech and the Apology

For many years, scholars have noted striking similarities between the account of Paul's visit to Athens in Acts and ancient accounts of the trial of Socrates. There have been at least five distinct proposals about the significance of these similarities, but each has substantial shortcomings. In this article, I argue that Luke's purpose is to place Paul's Areopagus speech in dialogue with the thought of Socrates as it is represented in traditions about his trial, especially Plato's Euthyphro and Apology.

COMMUNICATIVE APPROACH TO LANGUAGE TEACHING IN METHODOLOGY OF F.SH.ORAZBAYEVA’S WORKS

The article provides a general background to communicative approaches, distinguishing the notions of communicative competence. The theory by Orazbayeva Fauziya Shamsievna was examined discussing main points of communicative approach for language programs. The examination of the theoretical bases finds out some of the existing principles and to develop more modified theoretical framework. Academician of the International Academy of Pedagogical Sciences Orazbaeva Fauziya Shamsievna is recognized as a scientist who developed a methodology for teaching the Kazakh language. Main factors related to the topic of dialogical speech, the culture of speech are exemplified through the scientist's contribution to the problem. Pedagogical communication and scientific publications on the method of language teaching are presented in the research paper

USING SYNTACTIC UNITS IN THE LANGUAGE OF FILM ACTORS

The article is devoted to the use of syntactic units in the language of film actors. The article draws attention to various ideas and considerations regarding the use of syntactic units in all areas of the cinematic language. The reader is presented about themes, genres, style problems in Azerbaijani cinema, screen artists, large-format publishing, a variety of styles in the director’s work, various problems of cinema and theater poetry, the history of television poetry and style. The differences in some cases between the written language and its oral form, innovation, accent, facial expressions and gestures of the actors by the setting of the pavilion and the fact that the dramatic point of view of the film is conveyed to the reader only by word. Since thought is known in dialogical speech, the narrative of some members of a sentence, complex sentences requiring details are omitted. The film pavilion, structure, actor’s movements, images form the basis of the article. Readers can extract information from all this, especially since directors and actors choose syntactic units that are more suitable for spoken language. The article also provides tips from individual films and presents ideas for any explanation.

Что такое номинативный язык общества? Философский анализ социальной теории О. Розенштока-Хюсси

The article presents an analysis of the social aspect of language based on the methodological ideas of E. Rosenstock-Huessy. The approach of the sophist to the analysis of social phenomena is based on the idea of an inextricable connection between the processes of thinking, speech, and communication, which are founded in language. Language is considered by the philosopher not only as a semantic structure, but also as a force that changes people and society. Such a speech approach to the analysis of society outlines some possible ways out of the social crisis in which modern European culture finds itself. Rosenstock-Huessy understands the power of language from a dialogical point of view as the power of speech, capable of establishing long-term and free relations between people. Embedded in the process of dialogical thought of the twentieth century, the philosophy of Rosenstock-Huessy seeks to overcome the language of Modern science, which reduced the human personality to an impersonal subject of knowledge. Criticizing the entire Western philosophical tradition for its monologue and striving for "pure" knowledge, Rosenstock-Huessy sees the goal of thinking in dialogic speech, transforming both the speaker and the listener. Rosenstock-Huessy introduces the original concept of the name into philosophical circulation. The name in his social theory is an intermediary between language and society, providing the processes of normal social communication. In this regard, the authors of the article consider it useful for social philosophy and sociology to introduce the concept of "nominative social practices": this concept makes it possible to clarify the role of imperative speech in the processes of socialization. As a result of studying the social philosophy of the thinker, the authors propose the concept of "nominative language" as a system of social names and nominative practices. The relevance of addressing the nominative language of society is determined, according to the authors, by its social problems, in particular, by the dysfunction of names in modern society.

Стилістичні особливості односкладних речень репрезентації у творах Сергія Жадана

Absract. The proposed article analyzes the stylistic peculiarities of simple sentences of representation in the poetic and prose works of modern Ukrainian writer Serhiy Zhadan. It was found that the author often uses these short in structure and at the same time semantically capacious units to reflect the realities of actuality in the literary text. It was discovered that within the context, the nominative sentences can take different position: preposition, interposition or postposition. The text-forming properties of simple sentences of representation in the monologue and dialogue speech of the persons are determined. Attention is paid to a special combination by the method of stringing of different in semantic content concepts in one sentence or group of sentences (the spectrum of the image of the artist of the word includes a variety of subjects and objects of the surrounding reality). The most basic syntactic functions of nominative sentences in the text are described, in particular, ascertaining, descriptive, evaluative, etc. The role and significance of simple sentences of representation in the outline of the author's text are established.