Dialogue Structure Research Articles

Deregulation factors of business communicative norms in modern English drama texts

This article aims at the analysis of the linguistic and paralinguistic aspects of business communicative models in the plays by modern English speaking playwrights. The main methods of the undertaken study are those of functional-linguistic and linguosynergetic analysis. Due to the dialogue structure of plays, the examples of personages’ business interactions could be taken as robust empirical material for business discourse studies and observations of the factors which cause deregulation of business communication and its pragmatic norms. During business-related verbal interaction interlocutors follow strict rules and norms of English business discourse to achieve their communicative goals. However, even the most regulated speech behavior could be affected by functional and stylistic fluctuations due to unpredictability of extralinguistic factors. Analysis of extensive empirical material proves that the functional framework of business communicative norms in personages’ speech behavior is regulated by the speaker’s personality, psychology and emotional state, background knowledge as well as multiple elements of the external environment of the discursive functional system. The communicative strategies of drama characters are reflected in their choice of linguistic and paralinguistic methods of pragmatic impact on the interlocutor’s mind.

Creative dialogue and cross-interactions in the collaboration of pop artist-vocalist and sound director/sound designer in modern socio-cultural reality

The aim of the work is to conceptualize and actualize in the context of modern musicology the problem of creative dialogue of pop artist-vocalist and sound director / sound designer as a complex phenomenon of art culture in the chronotope of the second half of XX – early XXI century. The research methodology consists in the use of comparative and concrete-historical methods for conceptualizing the creative dialogue of a pop vocalist and sound designer, determining their cross-interference, using the formal method and the method of hermeneutic interpretation to analyze the concept of «creative dialogue», profiling its functions in the chronotope of the present. The scientific novelty lies in the conceptualization and actualization in the context of modern musicology of the problem of the creative dialogue of the pop artist, vocalist and sound engineer / sound designer as a complex phenomenon of artistic culture in the chronotope of the second half of the XX – early XXI century. The scientific novelty also includes the disclosure of the performing techniques of the pop artist and vocalist and the consideration of the peculiarities of cross-over interaction that can occur during rehearsals, studio recording, at concert performances and other creative interactions. It is important to define and comprehend the functions and internal structure of the creative dialogue of a pop singer with a sound engineer / sound designer in collaboration and to confirm that for vocalists a sound engineer is a full-fledged co-author of artistic projects and a producer of success. Findings. The study showed that the analysis of the creative dialogue of a pop artist-vocalist in joint work with a sound engineer / sound designer and profiling of its functions in the chronotope of the present, consideration of the concept of «creative dialogue», determination of the performing techniques of a pop singer and the peculiarities of cross-interactions that occur during rehearsals, studio recording, at concert performances and in other creative interactions in modern conditions of socio-cultural reality is really relevant. For vocalists, a sound engineer/sound designer is a full-fledged co-author of artistic projects and a producer of success. Actualization of the concept of «creative dialogue» from the point of view of its procedural and dialogical comprehension in the context of modern musicology, consideration of the issue of creative dialogue of a pop artist-vocalist and sound engineer/sound designer as a complex phenomenon of artistic culture in the chronotope of the second half of the XX – early XXI century is so attractive a phenomenon that requires study and further fundamental research.

Investigating Preschool Teachers’ In-Class Patterns of Interactions: Classroom Discourse Analysis Approach

Bu çalışma iki okul öncesi öğretmeninin sınıf içi öğretimlerinde ortaya çıkan etkileşim örüntülerinin incelenmesini amaçlamaktadır. Etkileşim örüntüleri üçlü bir diyalog yapısı ile gözlemlenebilir. Öğretmen bir soru ile diyaloğu başlatır, öğrenciden öğretmen sorusuna cevap sağlanır ve öğretmen verilen cevabın doğru/makul olup olmadığına karar verebilir, ya da cevabı genişleten/değiştiren ek açıklamalar yapabilir ya da cevapla ilgili başka bir soru sorabilir. Durum çalışması olarak tasarlanan bu araştırmanın katılımcılarını iki okul öncesi öğretmeni ve 52 okul öncesi öğrencisidir. Çalışmanın veri setini sınıf içi uygulamaların video kayıtları (n = 17, 302 dakika) oluşturmaktadır. Öğretmenler, araştırmacılar tarafından tasarlanan ve sınıf içi diyaloglara imkân sağlayan hikayeleştirilmiş ikilemleri öğrencileri ile tartışmışlardır. Öğretmenlerin söylemleri sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yöntemi ile analiz edilmiştir. Sistematik gözlemlerde analiz birimi öğretmenlerin cümleleridir. Her bir öğretmen cümlesi hem teori hem de veri temelli olarak bu çalışma kapsamında geliştirilen Üçlü Etkileşim Örüntüsü Kodlama Kataloğu aracılığı ile kodlanmıştır. Öğretmenlerin üç farklı tipte etkileşim örüntüsünü farklı frekanslarla sergilediği görülmüştür: Başlat-Cevapla-Değerlendir (BCD), Başlat-Cevapla-Açıkla (BCA) ve Başlat-Cevapla-Takip Sorusu (BCT). Öğretmenlerin sıklıkla takip sorularını kullandığı (BCT) ve aynı zamanda sınıf söyleminde olgu ve durumları açıklayıcı (BCA) ya da öğrenci ifadelerini değerlendirici (BCD) söylemler sergilediği de belirlenmiştir. Ek olarak, öğretmenlerin diyaloglar esnasında hangi tür konuşma ikilisini; T-S (öğretmen-öğrenci) ve/veya S-S (öğrenci-öğrenci), tercih ettiği belirlenmiştir. Her iki öğretmenin de sınıf söylemine yoğun müdahalelerinin olduğu ve öğrenci – öğrenci arasında yaşanan diyalogların kısıtlı olduğu görülmüştür. Elde edilen bulgular doğrultusunda öğretmenlerin sınıf içi konuşmalarında oluşan ve entelektüel çıktıları etkileyebilen etkileşim örüntülerine yönelik bilinçli pedagojik-söylemsel farkındalığının geliştirilmesi için çeşitli önerilerde bulunulmuştur.

«Research-policy Dialogues» in the Implementation of Migrants’ Integration Policy: Structure and Models in Russia

In this article, the author analyzes the structure and models of research-policy dialogues and identifies the conceptual emphasis of these interactions in the decision-making process in the scope of migrants integration policy in the Russian Federation. State authorities at all levels are making significant efforts to develop research and knowledge accumulation. Research-policy dialogues are important for the effective and the efficient development of migrants integration policy. The relevance of research-policy dialogues is determined by the need to use knowledge for various purposes by the state authorities: to provide a conceptual basis for political decisions in the field of migration policy, to develop tools and indexes for measuring integration policy, or to monitor and to evaluate the implemented policy. The author of the article analyzed the institutional forms of the research-policy dialogues in the field of migrant integration policy in the Russian Federation, studied communication channels in the framework of the St. Petersburg International Labor Forum (2018-2020), and analyzed the knowledge production process in this case using the network approach. The author considered the main research topics in the field of migration policy based on the data from the Unified Information System of Government Procurement (2016-2020), which allowed studying the functions of knowledge and the directions of its use. The author of the article concluded that the request for the mutual learning model of research-policy dialogues is just beginning to emerge in the Russian Federation. The most frequent models of dialogues are bureaucratic and consultancy, which require the use of knowledge in order to ensure legitimizing and substantiating functions.

Dynamic IRD-Activities in Europe

Abstract On the basis of the articles presented in the thematic issue of the ‘Journal of Religion and Transformation in Contemporary Societies (JRAT)’, this article reflects upon the structures of Interreligious Dialogue (IRD) in Europe. On the one hand, it proposes to have a closer look at regional patterns of religions in public space, at sub-national patterns of IRD-activities as well as different social forms of IRD-activities. On the other hand, it makes the point that research has to critically re-assess concepts such as the Dialogue-Movement as well as religious plurality for the study of IRD-activities.

Interreligious Dialogues in Switzerland

Abstract Due to the federal structure of Switzerland, interreligious activities are also strongly influenced by cantonal contexts. Based on published material as well as on semi-directive interviews with key protagonists, the article analyses three cases of interreligious dialogue – two cantonal cases from the German-, or respectively French-speaking part of the country and the more general case of a women’s network. In the cantonal cases, interreligious dialogue is strongly linked to state-religion relation and serves as a tool for inclusion of new religious communities and for social cohesion. In each of the two cases, there are specific forms and organisational structures of dialogue. In contrast to these examples, the third case is more independent of political interests and often adopts a critical stance. Thus two types of interreligious discourse and relationship with the state can be identified which can also be seen as complementary: either a more critical voice keeping distance from power, or a collaboration with political structures strengthening the religious communities’ influence within the system.

КОММУНИКАТИВНАЯ ФУНКЦИЯ ЯЗЫКА И КОММУНИКАТИВЫ

В статье рассматривается слабо исследованная языковая область, включающая единицы, не поддающиеся традиционным лингвистическим методам анализа: стереотипные употребления знаменательных и служебных слов и сочетаний в качестве коротких ответных реплик. Такие употребления обладают рядом особых прагматических и дискурсивных свойств и претендуют на статус самостоятельных языковых единиц. Мы называем такие единицы коммуникативами. Анализ нескольких коммуникативов демонстрирует необходимость лексикографического описания таких единиц на основе методов дискурсивно-прагматического анализа. The study focuses on currently underexplored communicative units that are difficult to analyze and describe using traditional linguistic methods. We refer to grammatically vague response tokens pointing to the preceding utterance in a dialog: Подумаешь, Проехали, Сойдёт, Ну ещё бы, Ладно уж and so on. Typical usage of independent and functional words and word combinations as response tokens serves as a signal of the speaker’s communicative intentions in talk-in-interaction. These units are further referred to as communicatives. They have some specific pragmatic characteristics to be analyzed and made explicit. It is obvious that these units can be treated as a separate linguistic class or a functional group. A more adequate description of these linguistic units will require sociolinguistic and discursive methods. Their main pragmatic features are motivated by the dominance of the communicative function of the language over the nominative one. As a result, words and word combinations as response tokens reveal crucial deviations in their meaning, lose it and get new discursive characteristics instead. A communicative is the second part of dialogue adjacency pairs, such as “offer — acceptance or refusal to offer”, “compliment — response to compliment” and so on. The discursive position predetermines the speech act function of communicatives. Another relevant pragmatic feature related to communicatives is their expressive connotation. Communicatives are often accompanied by expressive gestures and mimics. Some traditional dictionaries view communicatives as special cases of word usage and mark them with a rhombus at the end of the dictionary entry followed by a short commentary. Such information is by no means insufficient for adequate use of communicatives, but the problem is that to date there is no reliable lexicographic scheme for describing such units. Russian communicatives are a challenge to foreign students as inappropriate use of these units is a diagnostic sign of “foreignness” along with an accent and incorrect use of idioms and verb aspect. The lexicographic method seems to be the best way to provide an explicit explanation of pragmatic features of communicatives. Taking into account that communicatives’ function in dialogues can be determined by applying discursive methods when analyzing the dialogue structure, it should be a very specialized dictionary.

The Hisperica Famina as an Ars Poetica

Hitherto the group of seventh-century texts and fragments known as Hisperica famina has defied interpretation. Following suggestions made by a.o. Andy Orchard, I propose to read the A-text as an ambitious piece of literature, in which linguistic competition, hilarious though it may be, is seen as a tool to cope with the anxieties of living in an inhospitable world. After offering a new perspective on the text’s dialogic structure, suggesting that the narrator is an Englishman recalling his student years in Ireland, I read the descriptions of sea and fire as metapoetical symbols and the final section on a cattle raid as an allegory. Subsequently, I pay attention to irony and self-mockery, to conclude that the text is not only about words and grammar but has literary, social, and existential value as well.

“My tutor doesn’t say that”: The legitimized voices in dialogic reflection on teaching practices

In the construction of teachers’ professional knowledge, reflective practices are a fundamental tool that responds to the need to connect theoretical principles with practical resources and to the improvement of teaching by means of critical analysis. The Practicum, as a dialogic structure for the explanation and interpretation of teaching practices, provides teachers in training an opportunity to build their own understanding based on dialogue and reflection. Invocation is one of the resources used to legitimize scientific or disciplinary knowledge in joint reflection. Qualified voices are called and made present in classroom discourse to validate descriptions or explanations. We are interested in defining the profile of the invocations introduced in dialogic reflection, as sources of legitimation of knowledge, and identify the patterns in the sequence of the invocations' appearance. This work consists of an exploratory study of multiple cases, in which each case is a classroom unit composed of a tutor and her student teachers. Two cases from the Practicum in a Primary Education Teacher Degree were selected. A category system was developed for the analysis of invocations and organized into four dimensions: academic or professional knowledge, experiential knowledge, invocation of truth, and invocation of ideology or values. Results allow us to highlight some relevant conclusions. Invocations are a widespread resource in a process of dialogic reflection to legitimize the interpretation of educational practices. The participation of student teachers in dialogic reflection is possible and abundant thanks to the experience of the Practicum, which provides a validity criterion for their arguments, supported by the invocation to the authority of teaching experiences. In this study, tutors’ efforts to connect pedagogical principles with personal experiences in the Practicum have not clearly translated into student reflections in the same direction. The paper finishes paying attention to the competencies and training that Practicum tutors need.

Novelizing Non-Fiction: Arundhati Roy’s Walking with the Comrades and the Critical Realism of Global Anglophone Literature

This essay examines Arundhati Roy’s Walking with the Comrades (2011), a reportage about Maoist guerrillas engaged in an armed struggle against the Indian state, as a contemporary instance of critical realism. Drawing on theorizations of the novel and realism by Mikhail Bakhtin and Georg Lukács, I argue Roy’s reportage incorporates formal elements and techniques of the novel as well as a realist aesthetic to adapt the genre to depict adequately the life-worlds of the people from central India’s “Maoist heartland”, as they are experienced under conditions of contemporary globalization. The essay illuminates, in particular, Roy’s use of the novel’s dialogic structure, narrative discourse, and refracted focalization to fashion a realist aesthetic that seeks to map cognitively the connections between the global and the local. In so doing, Roy enacts what I call a “novelization of non-fiction” that represents a formal and aesthetic response to the historical pressures of globalization. This gestures towards a broader development in global anglophone literature: the return to a newly critical realism. Developing an understanding of realism in the context of global anglophone literature, the essay thus seeks to globalize our understanding of that aesthetic mode while underscoring its importance in depicting our contemporary moment. Furthermore, it brings a critical focus on Roy’s non-fictional writings, which have received much less scholarly attention than her two novels.

El papel de la interacción en la expresión de sujetos pronominales de segunda persona

El presente estudio describe la alternancia en la expresión (expresión vs. omisión) de sujetos pronominales de segunda persona singular (tú y usted) en datos del español de la Ciudad de México. La selección de estos pronombres se debe a que son parte del sistema de tratamientos y se asume que el hecho de ser empleados para dirigirse al interlocutor favorece su expresión. Por esta razón se realiza un análisis sociolingüístico en el que se incluyen dos factores relacionados con la interacción: la estructura de los turnos de habla y el discurso directo. Los resultados muestran que la toma de turno propicia la expresión de sujetos referenciales de segunda persona singular, dado que en este contexto permiten apelar al interlocutor y estructurar la conversación. Sin embargo, contrario a lo esperado, no es evidente que la necesidad de reproducir la estructura dialógica en las narraciones en discurso directo propicie su expresión. Asimismo, se muestra que cuando los sujetos de segunda persona tienen una interpretación genérica no responden a estas restricciones.

Деякі методичні питання навчання граматики української мови на початковому етапі

The article deals with problems of the formation of grammatical competence as an important component of foreign language communicative competence, the theoretical principles and foundations that are relevant for the Ukrainian as a foreign language teaching methods at the advanced stage of training have been analyzed. The article concerns the aspect of Grammar as an important part of any language which ensures the formation of oral and written communication skills. The study of the issue which is discussed in the article is relevant, since the formation of grammatical skills is one of the prerequisites for developing the ability to express their thoughts in oral and written forms, as well as the ability to understand the views expressed by other people, which is important for the communication process. Grammar is the part of the content of Ukrainian as a foreign language teaching program, therefore its role is seen in the aspect of learning activities, since grammar should contribute to the formation and development of speech skills, to play a supporting role for grammar rules and structures to serve communicative learning purposes. The grammar skills formation in foreign language learners is one of the most important components of speaking, listening, reading and writing teaching process. Studying grammar material it is necessary to form grammar skills for oral speech, which provide grammatically correct structure of dialogue and monologue speech. The need to study grammar in practical use is emphasized. The main purpose of teaching grammar as seen by the communicative method is the formation of communicative competence meaning student’s ability to act in accordance with a variety of life situations. It is a sine qua non condition that the exercises should be of interest and lead to the formation of free speech. That can promote successful communication.

Conversational BI

Business intelligence (BI) applications play an important role in the enterprise to make critical business decisions. Conversational interfaces enable non-technical enterprise users to explore their data, democratizing access to data significantly. In this paper, we describe an ontology-based framework for creating a conversation system for BI applications termed as Conversational BI. We create an ontology from a business model underlying the BI application, and use this ontology to automatically generate various artifacts of the conversation system. These include the intents, entities, as well as the training samples for each intent. Our approach builds upon our earlier work, and exploits common BI access patterns to generate intents, their training examples and adapt the dialog structure to support typical BI operations. We have implemented our techniques in Health Insights (HI) , an IBM Watson Healthcare offering, providing analysis over insurance data on claims. Our user study demonstrates that our system is quite intuitive for gaining business insights from data. We also show that our approach not only captures the analysis available in the fixed application dashboards, but also enables new queries and explorations.

Las iglesias ortodoxas entre lo global, lo nacional y lo transnacional: apuntes sobre el caso español

El caso de las iglesias ortodoxas y orientales en España resulta paradigmático para comprender la incidencia de los movimientos migratorios y las diásporas transnacionales sobre las particularidades nacionales de los distintos patriarcados presentes, que en la esfera pública se interrelacionan en mayor o menor grado en un contexto marcado por el pluralismo religioso, la aconfesionalidad del Estado y la libertad religiosa consagrada como derecho fundamental. El objetivo general del artículo es, a partir del convulso panorama internacional generado por conflictos como el ruso-ucraniano, analizar la interacción actual de estas iglesias y sus principales dinámicas al hilo de los flujos migratorios transnacionales, tales como el aumento de los números de fieles y de templos y los cambios en las estructuras eclesiásticas de representación e interlocución pública. Para ello, el abordaje metodológico del trabajo atenderá a distintos casos representados por iglesias nacionales, como la rumana y la rusa; “autóctonas”, casos de la Iglesia Ortodoxa Española y de la Iglesia Ortodoxa Hispánica; y pan-ortodoxas, como la griega; además de un conjunto de iglesias “recién llegadas” que, por el momento, cuentan con un menor volumen y grado de implantación.

‘약속잡기’를 주제로 한 독일어 SMS 및 전화대화 비교 - 품사별 어휘의 통계적 분포 및 대화구조를 중심으로 -

‘약속잡기’를 주제로 한 독일어 SMS 및 전화대화 비교 - 품사별 어휘의 통계적 분포 및 대화구조를 중심으로 -

Triadic dialog in multilingual mathematics classrooms as a promoter of generalization during classroom talk

The purpose of this study is to investigate how triadic dialog promotes generalization of growing figural patterns during classroom talk in multilingual classrooms and crucial linguistic terms that the teacher and students draw on in their home language, as they engage in pattern generalization. Ten sessions in two classrooms in grade 7 were videotaped. A mixed quantitative-qualitative approach was adopted to analyze the videotaped sessions. At a macro-level analysis, the sessions were mostly hybrid including various generalization level episodes. At a micro-level analysis, triadic dialog was the dominant mode of interaction during classroom talk. Nuances in the discourse structure of triadic dialog were associated with shifts between generalization level episodes in each session. Classroom talk involved deployment of colloquial Arabic to refer to linguistic means that influenced the processes of generalization. The study presents and analyzes representative excerpts of classroom talk during various generalization level episodes to demonstrate the findings. The selected episodes show the details of classroom interaction and provide evidence how triadic dialog involved the use of crucial words in home language to promote various levels of generalization.

Decolonization and Diaspora

Decolonization and Diaspora

Диалогическая структура европейской культурной традиции

Диалогическая структура европейской культурной традиции

Sharing Experiences to Help a Robot Present Its Mind and Sociability

Many social robots have emerged in public places to serve people. For these services, the robots are assumed to be able to present internal aspects (i.e., mind, sociability) to engage and interact with people over the long term. In this paper, we propose a novel dialogue structure called experience-based dialogue to help a robot present and maintain a good interaction over the long term. This dialogue structure contains a piece of knowledge and a story about how the robot gained this knowledge, which are used to compose the robot’s experience-related utterances for sharing experiences of interacting with previous users other than just the current user and help it present its internal aspects. We conducted an experiment to test the effects of our proposed dialogue structure and measure them with some published subjective scales. The results showed that experience-based dialogue can help a robot obtain better evaluations in terms of perceived intelligence, sociability, mind, anthropomorphism, animacy, likability, level of acceptance, and positive user reaction.

Modelling Structures for Situated Discourse

This paper describes a corpus of situated multiparty chats developed for the STAC project (Strategic Conversation, ERC grant n. 269427). and annotated for discourse structure in the style of Segmented Discourse Representation Theory (SDRT; Asher & Lascarides,2003). The STAC corpus is not only a rich source of data on strategic conversation, but also the first corpus that we are aware of that provides discourse structures for multiparty dialogues situated within a virtual environment. The corpus was annotated in two stages: we initially annotated the chat moves only, but later decided to annotate interactions between the chat moves and non-linguistic events from the virtual environment. This two-step procedure has allowed us quantify various ways in which adding information from the nonlinguistic context affects dialogue structure. In this paper, we look at how annotations based only on linguistic information were preserved once the nonlinguistic context was factored in. We explain that while the preservation of relation instances is relatively high when we move from one corpus to the other, there is little preservation of higher order structures that capture "the main point" of a dialogue and distinguish it from peripheral information.