Speech Dialogue Research Articles

Psychological Content of the Communicative-Competent Approach in the Paradigm of Contemporary Foreign Education in Ukraine in the Conditions of War

the purpose of our article is to characterize educational and cognitive competences, to underline the main linguistic means during the process of com-munication, to show positive and negative points of introducing a communica-tive-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. The сommunicative-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war was proved to actualize internal speech. This internal speech should be con-sidered not as “speech minus a sign”, but as a completely special and peculiar speech function in terms of its structure and means of functioning, which pre-cisely is organized in a completely different way than external speech. There is an inseparable dynamic unity of transitions from one state to another between them.conclusions. It is proved, that intra-dialogical speech plays a great, domi-nant role in forming сommunicative-competent approach in the content of contemporary foreign education in Ukraine in the conditions of war. The word seems to absorb the meaning of previous and subsequent words, expanding their meanings to an almost limitless scope. In internal dialogue the word is more loaded with the meaning than in external speech, it is a concentrated context of meaning. Just as the entire meaning of a work of art can be contained within the limits of one or two words, so the meaning can flow in the inner dialogical speech in the meanings of a single word. Therefore, internal dialogical speech is a rather special, independent, autonomous and unique function of speech. That is why it should be considered as a special internal plan of speech thinking, me-diating the dynamic relationship between a thought and a word.

Хедж-маркер quasi в функции дискурсивного слова

The aim of the research is to describe the conditions under which the German hedging marker “quasi” takes on the function of a discursive word. The consideration of this issue is determined by the fact that particles, adverbs, modal words are characterised by transitivity - they change their functional purpose depending on the contextual environment. The paper deals with the study of one of the cases of such a transition - the possibility of using a hedging marker in the function of a discursive word. The research is novel in that it is the first to describe the conditions under which hedging markers can act as discursive words. As a result, by using the descriptive method, the method of contextual and comparative analysis, it has been shown that the hedging marker “quasi” can perform the function of a discursive word in dialogical speech when the speaker experiences certain difficulties in formulating their thoughts. In this usage, the word “quasi” does not perform the function of toning down an utterance. The structuring function of “quasi” comes to the fore. Its purpose is to fill the pauses in the conversation; there may be a transition from one micro topic to another. As a rule, the speaker uses other discursive markers, such as “ähm”, “jetzt”, “oder”, “und” etc. (‘um’, ‘now’, ‘or’, ‘and’), in an utterance with “quasi”.

Temporary improvement of cognitive and behavioral scales for Dementia elderly by Shiritori word game with a dialogue robot: A pilot study.

Communication therapies based on conversations with caregivers, such as reminiscence therapy and music therapy, have been proposed to delay the progression of dementia. Although these therapies have been reported to improve the cognitive and behavioral functions of elderly people suffering from dementia, caregivers do not have enough time to spend on administering such communication therapies, especially in Japan where the workforce of caregivers is inadequate. Consequently, the progression of dementia in the elderly and the accompanying increased burden on caregivers has become a social problem. While the automation of communication therapy using robots and virtual agents has been proposed, the accuracy of both speech recognition and dialogue control is still insufficient to improve the cognitive and behavioral functions of the dementia elderly. In this study, we examine the effect of a Japanese word-chain game (Shiritori game) with an interactive robot and that of music listening on the maintenance and improvement of cognitive and behavioral scales [Mini-Mental State Examination (MMSE) and Dementia Behavior Disturbance scale (DBD)] of the dementia elderly. These activities can provide linguistic and phonetic stimuli, and they are simpler to implement than conventional daily conversation. The results of our Wizard-of-Oz-based experiments show that the cognitive and behavioral function scores of the elderly who periodically played the Shiritori game with an interactive robot were significantly improved over the elderly in a control group. On the other hand, no such effect was observed with the music listening stimuli. Our further experiments showed that, in the Shiritori intervention group, there was a ceiling on the increase in MMSE. The lower the MMSE before participating in the experiment, the greater the increase. Furthermore, greater improvement in DBD was observed when the participants actively played the Shiritori game. Since the Shiritori game is relatively easy to automate, our findings show the potential benefits of automating dementia therapies to maintain cognitive and behavioral functions.

Alih Kode dan Campur Kode Dialog Tutur Sepuh di Semarang Tv Edisi Januari-November 2019

The purpose of this study is to describe the types of code switching that occur in the Speech Sepuh dialogue on Semarang TV January November 2019 edition and describe the form of code mixing in the form of words, phrases, baster, word repetition, clauses obtained in the Sepuh Speech dialogue on Semarang TV January edition. November 2019. The research method is descriptive qualitative. The data source for this research is video documents from youtube, the Tutur Sepuh event on Semarang TV in January November 2019. The data collection technique was obtained by the listening method followed by the note-taking technique. The data analysis technique uses the comparative method or also called the equivalent method. The results of the study were in the form of code switching from Javanese to Indonesian, forms of code mixing in Javanese with Indonesian, Javanese with Arabic, and several factors were found behind the occurrence of code switching and code mixing, namely the limitations of the use of codes, the use of more popular terms. , variety and level of speech.
 Keywords: Code switching, Code mixing Tutur Sepuh

Spontaneous, controlled acts of reference between friends and strangers.

The online version contains supplementary material available at 10.1007/s10579-022-09619-y.

Detecting offensive speech in conversational code-mixed dialogue on social media: A contextual dataset and benchmark experiments

The spread of Hate Speech on online platforms is a severe issue for societies and requires the identification of offensive content by platforms. Research has modeled Hate Speech recognition as a text classification problem that predicts the class of a message based on the text of the message only. However, context plays a huge role in communication. In particular, for short messages, the text of the preceding tweets can completely change the interpretation of a message within a discourse. This work extends previous efforts to classify Hate Speech by considering the current and previous tweets jointly. In particular, we introduce a clearly defined way of extracting context. We present the development of the first dataset for conversational-based Hate Speech classification with an approach for collecting context from long conversations for code-mixed Hindi (ICHCL dataset). Overall, our benchmark experiments show that the inclusion of context can improve classification performance over a baseline. Furthermore, we develop a novel processing pipeline for processing the context. The best-performing pipeline uses a fine-tuned SentBERT paired with an LSTM as a classifier. This pipeline achieves a macro F1 score of 0.892 on the ICHCL test dataset. Another KNN, SentBERT, and ABC weighting-based pipeline yields an F1 Macro of 0.807, which gives the best results among traditional classifiers. So even a KNN model gives better results with an optimized BERT than a vanilla BERT model.

Boschini, Tintoretto, der ›malerische Akt‹ (atto pittoresco) und die ›Erfindung‹ des ästhetischen Genusses in Venedig

Abstract The ‘painterly act’, which becomes quasi-visible and relivable in the impasto brushstrokes of Tintoretto and his contemporaries, is reflected in a terminologically concise and theoretically ambitious way only about a hundred years after their works were created – i.e., in the Carta del navegar pitoresco of 1660. Its author, Marco Boschini, not only coined the term ‘atto pittoresco’ but also programmatically embedded it in his dialogical speech about art, in which the importance of rhetorical categories recedes in favor of aesthetic maxims. ‘Pleasure’ and ‘joy’ of the beauty of painting and the act of painting incorporated in it are enhanced by the perception of the beauty of the lagoon city, which offers the viewer multiple views (viste) of the water with light reflections against a blue sky, shapes their good taste (buon gusto) and even promises recreation (recreazione).

General peculiarities of guest introduction

The presented work deals with the general  peculiarities of guest introduction, address and thank you formulas in American and Georgian entertainment talk shows. The research is based on the comparative-descriptive method. The mentioned topic is quite relevant, to the extent that in today's television space, talk shows, especially entertainment talk shows, have many viewers. Thus, in the modern media discourse, television conversations, in particular, talk shows, occupy a large place. It has a great influence on the creation and formation of public opinion. The recipient is provided with acceptable, exemplary, and probable thought patterns in this or that culture. This form of broadcasting attracts a lot of people to the TV screens in all countries of the world, therefore the TV hosts in Georgia are showing an increasing interest in this genre. Linguistics of the 20th century came to the need of research of living language. Oral communication, dialogue, interview takes place in a specific situation. Conversation, dialogic speech is "language in action", "in live situations", with its uniqueness and individualism (Zekalashvili 2012:13). Talk shows are an integral feature of the American and European television space. Of course, the Georgian television space is not an exception in this regard, and the Georgian TV viewers are spoiled by different types of talk shows. In entertainment talk shows we find natural conversations, in some talk shows there are games and different activities, the conversation style is more like an interview. The host should ask the invited guest questions and continue the conversation. Entertainment talk shows are mostly aired at night because they are mostly meant for relaxation. So they are easily added to our routine. Here we can listen to many different people. The speaking style of talk show guests is always different. Based on the analysis of the American and Georgian entertainment talk shows, we would like to determine what general peculiarities are observed in terms of guest introduction, address and thank you formulas in the American and Georgian entertainment talk shows.

FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY

The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialoguequestioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

The relevance of the research is due to the fact that in modern education there is a growing need for training qualified teachers who are capable of organising dialogical training of younger schoolchildren. In this regard, this article is aimed at identifying and diagnosing aspects and features of the psychological and pedagogical training of future teachers who will teach children dialogic communication and develop in them the need for intercommunication. The leading methods of studying this problem are induction, deduction, comparison, and analysis, which will facilitate determining the features and traits of psychological and pedagogical preparation of future teachers for professional activity, presenting the results of their readiness to develop components of speech competence in younger schoolchildren. The article covers and substantiates the ways of development of communicative skills in younger schoolchildren during the learning process, which should be used by the teacher effectively. The materials of the article are of practical value for students, teachers who should be ready to teach dialogical speech to future generations, develop communication and conversational skills to meet the requirements of the education system and shape a personality that can freely fulfil its potential in all spheres of life.

The development of social intelligence in students during the lessons of the Kazakh language through educational dialogue

In this article, detailed opinions of classroom teachers in Kazakh language teaching to improve spoken speaking teaching are sought. ‘Dialogue speech’ was defined by the creator of the concept as speaking, interaction and communication. The dialogue method used in teaching Kazakh language as a lesson is to determine the effectiveness of students' social skills. One of the most effective ways to improve speaking skills in mother tongue teaching is rightfully dialogue. The importance of dialogic speech as a form of communication is justified by the necessity of human interaction. This research determines the views of university students on social responsibility studies. Qualitative method was used in the research. This study was created with 82 classroom teachers in the fall semester of 2021–2022. The questions were prepared and applied in the form of semi-structured interview questions. The data obtained from the research were analysed descriptively. The study group of the research consists of 82 classroom teachers working in public schools. As a result of the results obtained from the research, it is stated that teaching with dialogue is effective on students.
 Keywords: Kazakh, language teaching, teacher, dialogue, teaching, classroom teacher, development;

Les bases de la détermination du discours des traditions nationales dans la littérature

This article is dedicated to the study of the communicative organization of the French artistic dialogical discourse, with the aim of analyzing the structural and semantic components of this type of discourse, as well as the factors that determine their choice and interactions under conditions of concrete achievement. The object of the present study is the communicative structure of the dialogical texts of French prose of the end of the 20th and the beginning of the 21st century: its typology, its constitutive elements, as well as the factors which determine the choice and the combination of the replies. in the process of dialogical communication. This study lies in the further development of the issues and methods of general linguistics, the theory of dialogic speech as a type of discourse, the theory of dialogue, text and the theory of vocal communication. It reflects scientific ideas about the specificity of dialogue in the work of art, its functions and types. The study of the diversity of the speech behavior of the participants in the dialogue is significant for the study of the text and the characters of the work of art as linguistic personalities. The communicative organization of dialogue analyzed in this research and the findings of the study can serve as a basis for further study of the communicative characteristics of dialogue. The results obtained can be used in practical communication courses, theoretical courses and seminars on text linguistics and stylistics, as well as in various specialized courses on discourse analysis and discursive linguistics.

Speech Dialogue System-Based Environmental Resource Allocation and Online English Teaching and IoT Applications

For the online teaching of English and the allocation of environmental resources, the conventional methods are difficult to adapt to the increased load in time when the business volume increases, and their practicability has obvious shortcomings. Aiming at this problem, this paper puts forward the environmental resource allocation and online English teaching based on the voice dialogue system. Based on the English teaching content, the vocabulary information table and dialogue information table which are input into the voice dialogue system are designed. In the user’s usage, the dialogue sent by the user is matched with, and each group of matching results is taking as the target. Environmental resources are allocated for each group of matching results with the help of the dispatcher in the voice dialogue system, and the optimal allocations of single goal and multiple goals are realized. On this basis, the online teaching architecture is designed, and the above contents are deployed to the teaching architecture. It supports the multichannel interaction between users and the online English teaching platform and realizes independent online English learning. The experimental results show that the teaching method based on the voice dialogue system has stable environmental resource allocation, low blocking rate, and high teaching quality score, and the overall practicability has been significantly improved.

SYSTEM OF EXERCISES AND TASKS FOR PERSIAN INTERACTION COMPETENCE DEVELOPMENT TO PROSPECTIVE INTERPRETERS MAJORING IN NATIONAL SECURITY SAVEGUARD

The article outlines a system of exercises and communicative tasks for the development of Persian competence in dialogic speech of prospective interpreters majoring in national security. Two main models of teaching dialogue are identified - «top down» and «bottom up». The types and kinds of exercises and tasks are described, the developed system of exercises and tasks is realized in two stages. The first stage is introductory (top down); Stage II - cognitive-communicative (bottom up). The stages cover groups of exercises and tasks that cadets perform in the developed sequence - using Case study and role-playing exercises, which being combined allow to form and develop interaction skills, model communication situations and develop interaction abilities and strategies.

FORMATION OF SPEECH COMPETENCE OF HIGH SCHOOL STUDENTS IN NON-FORMAL EDUCATION

In the conditions of tendencies of development of education requirements to pupils of senior classes increase every year. Today, the study of foreign languages is an acute issue. Since high school students do not yet have a specific profile, teachers need to pay attention to the formation of foreign language communicative competence in the context of pre-professional education. This creates certain requirements for choosing the topic of lessons and methods of conducting them. The right combination of topics and methods will allow high school students to develop not only skills in foreign languages, but also to promote the disclosure of their personal natural talents, interest in studying certain issues. Therefore, based on this, the formation of monologue and dialogic speech in students is a topical issue. Based on the study, it can be argued that monologue and dialogic speech are key competencies for the formation of foreign language communicative competence in terms of pre-professional education. By developing such competencies, high school students form socio-cultural competencies in parallel, because foreign language lessons combine several cultures and many patterns of behavior. Since such training is conducted in non-formal education, it is possible to form a number of competencies in various fields by modeling them in foreign language lessons.

О синтаксической интерпретации русской прозы конца ХХ — начала ХХI века

The appeal to the syntactic interpretation of modern prose discourse is motivated by the inadequacy of a grammatical approach to new linguistic phenomena, an obvious gap between cultural studies, literary studies and linguistic studies. The article examines the functioning of syntactic units in Russian prose of the late XX — early XXI centuries, punctuation and graphic arrangement of statements and text. Special attention is paid to the multicomponent complex utterance as an indicator of modern prose writer’s style. Syntactic processes are analyzed in language, speech and textual aspects, which allows interpreting the peculiarities of author’s styles. In the language aspect, changes in the field of simple and complex sentences are characterized, some contradictions in their qualifications are resolved. In the speech aspect, the author considers the influence of the spoken element and visualization tendencies on the literary norm, in particular, the transformation of a structure with direct speech, the development of interaction between monologue and dialogical speech. In the textual aspect, the role of modern Russian prose in the formation of new syntactic phenomena is revealed. The material of the article is the works of E. Vodolazkin, V. Pelevin, L. Petrushevskaya, D. Rubina, T. Tolstaya, V. Makanin, V. Tuchkov, A. Matveeva and other authors.

РОЛЬОВА ГРА ЯК ЕФЕКТИВНИЙ МЕТОД НАВЧАННЯ ІНОЗЕМНОЇ МОВИ У ВНЗ

The article substantiates the role and importance of effective use of communicative role-playing games in preparing students for a foreign language communication. Role play allows to take into account the psychological characteristics of students, their interests and inclinations, the scope of their activities, modeling situations of real communication, helps to increase students’ motivation to learn a foreign language, It is proved that role play is an effective means of creating a communicative orientation of foreign language classes in higher education. Methods, goals and objectives for the formation of a communicative model are highlighted. Role-playing has several functions, such as: educational, motivational, stimulating, educational. The main function of role-playing games should be considered educational, which determines all other functions. Playing as a means of guaranteeing a positive emotional state, increases the efficiency and interest of students, in contrast to the monotonous performance of certain tasks, memorizing dialogues and composing dialogues independently helps to improve speech, closer to real communication. Examples of teacher-student interaction are analyzed. Examples of the use of role-playing games are given, namely specific exercises for the preparation of dialogic speech, conducting role-playing games at the end of the study of a certain conversational topic. Students’ interest in theatrical productions, which promote the development of students’ creative abilities, was demonstrated. Teamwork develops listening to partners’ skills, creates conditions for mutual understanding, establishes responsibility for common goals, creates a favorable psychological climate. The success of the game is ensured if the teacher is able to meaningfully and variously organize the work, able to create an atmosphere in which there is no fear of the student before each statement.

THE DRAMATIC DOMINANT OF VASYL STEFANYK’S NOVELLAS

The aim of the research is to analyze the genre features of Vasyl Stefanyk’s short stories, and first of all the dramatic component of their artistic structure. The main focus is on the short stories that formed the basis of the staging of the Zagrava Theater. Director Volodymyr Blavatsky chose the productions of the short story, the dynamic structure of the genre, which are revealed by modern researchers as dramas in the novel – «She is the Earth», «Sons», «Maria», «Thief», «Pious», «Morituri», and «My Word» (as a prologue). These works paid attention to the director, especially thematically expanded the scope of contemporary drama. The main article was the method of genealogical studies, combined with the methods of poetic analysis of the dominants of the internal organization of short stories by Vasyl Stefanyk. As a result of the research it was proved that it was the sharp conflict, dialogic speech, tension of the plot, temporal condensation, related issues, minimized descriptions that allowed the director to combine these works in one theatrical production. In addition, literary-critical reviews and works of Mykola Yevshan, Mykola Zerov, Mykhailo Rudnytsky, Ivan Franko, Lesia Ukrainka, etc. were used to characterize the ideological and artistic features of Vasyl Stefanyk’s short stories, which indicated the expressiveness of writing and minimal authorial presence in Vasyl Stefanyk’s short stories. The writer’s memoirs, archival materials, and diaspora research were also used, including Hryhor Luzhnytsky’s article «Son of the Earth», which outlined the specifics of the development of contemporary Ukrainian theater and the urgent need to enrich the repertoire with stagings by Ukrainian authors, including Vasyl Stefanyk. The main focus of the article is on the analysis of the short story «She is the Earth», which is central in the production of the same name. It is illustrated that the earth in the works and stagings of Vasyl Stefanyk appears in various guises – Motherland, home, people, family, symbolizes the inseparability of generations. The novelty of the article is the analysis of the longevity of the Ukrainian theatrical tradition, which was intuitively felt by the novelist Vasyl Stefanyk, transforming into an artistic structure of prose text, which led to the emergence of the original genealogical form of drama in the novel. This artistic tradition has found its refraction in the modern production of the Ivano-Frankivsk National Academic Drama Theater Ivan Franko’s drama-oratorio «She is the Earth».

Studying Alignment in a Collaborative Learning Activity via Automatic Methods: The Link Between What We Say and Do

A dialogue is successful when there is alignment between the speakers, at different linguistic levels. In this work, we consider the dialogue occurring between interlocutors engaged in a collaborative learning task, where they are evaluated on how well they performed and how much they learnt. Our main contribution is to propose new automatic measures to study alignment; focusing on lexical alignment, and a new alignment context that we introduce termed as behavioural alignment (when an instruction given by one interlocutor was followed with concrete actions in a physical environment by another). Thus we propose methodologies to create a link between what was said, and what was done as a consequence. To do so, we focus on expressions related to the task in the situated activity. These expressions are minimally required by the interlocutors to make progress in the task. We then observe how these local alignment contexts build to dialogue level phenomena; success in the task. What distinguishes our approach from other works, is the treatment of alignment as a procedure that occurs in stages. Since we utilise a dataset of spontaneous speech dialogues elicited from children, a second contribution of our work is to study how spontaneous speech phenomena (such as when interlocutors say "uh", "oh" ...) are used in the process of alignment. Lastly, we make public the dataset to study alignment in educational dialogues. Our results show that all teams lexically and behaviourally align to some degree regardless of their performance and learning, and our measures capture that teams that did not succeed in the task were simply slower to collaborate. Thus we find that teams that performed better, were faster to align. Furthermore, our methodology captures a productive, collaborative period that includes the time where the interlocutors came up with their best solutions. We also find that well-performing teams verbalise the marker "oh" more when they are behaviourally aligned, compared to other times in the dialogue; showing that this marker is an important cue in alignment. To the best of our knowledge, we are the first to study the role of "oh" as an information management marker in a behavioural context (i.e. in connection to actions taken in a physical environment), compared to only a verbal one. Our measures contribute to the research in the field of educational dialogue and the intersection between dialogue and collaborative learning research.

Dialogical speech competence as a goal of prospective English teachers development

The article considers the essence and structure of competence in dialogical speechand the importance of its development in prospective English teachers. The research describesthe main componentsof the competence in the dialogical speech and highlights the importance of non-verbal component to the classicalstructure of competence in dialogical speech because of significant influence on the interaction. Purpose.To describe the essence and structure of dialogical speech competence. Methods. The following methods havebeen used in the research of the competence in dialogical speech as a goal of prospective English teachers’development: theoretical and empirical (critical analysis of pedagogical, psychological, linguistic, methodologicalliterature; comparative analysis of scientific, experimental research, domestic and foreign experience, whichdescribes methods the English competence in dialogical speech development in prospective teachers, the methodof pedagogical observation). Results. Teacher-student dialogue is the basis of communication and an effectivetool for teaching English, as it not only functions as a language exchange between teachers and students, butalso creates a community of speakers and listeners who purposefully use a foreign language. Competence indialogical speech is based on knowledge, skills and abilities and communicative ability, which determines thelevel of involvement of the subject in the dialogue. The research proposes the addition to the classical structureof the competence by the non-verbal component introduction. Traditionally, visual speech has been regardedas a redundant signal in verbal communication. But the article highlights that visual speech information playsa sufficient role in dialogical speech. Conclusion. To ensure a high level of English teachers training, we suggestto exploring the components of competence in English dialogical speech deeply, especially the stages of theirformation and ways of its development.