Dialogic Discourse Research Articles

ДВУПЛАНОВОСТЬ ТЕКСТА АНЕКДОТА (НА МАТЕРИАЛЕ РУССКО-, НЕМЕЦКО- И АНГЛОЯЗЫЧНОГО БЫТОВОГО АНЕКДОТА)

The aim of the study is to identify common features or differences in the structural characteristics of a small folklore genre of «joke» using animals in the text of the joke in the Russian, German and English linguocultures based on B. Raskin’s theory on the ambivalence of the scenarios. The article studies the jokes which represent a humorous dialogic discourse. The author defines discourse and humorous dialogic discourse, reveals its characteristic features, touches upon the compositional and structural characteristics of a joke and describes the process of creating a comic effect in a joke. Only jokes containing «animal-to-man» or «animal-to-animal» dialogues have been selected for this study. Jokes representing dialogues in three languages are collected by the continuous sampling method. The text of a joke is considered in terms of its structural and compositional features. The author analyzes the jokes in terms of two or more scenarios intertwining. Linguistic research is conducted primarily on written jokes. At the center of the study is the culmination of the joke, a pointe. To confirm the theory of binary scenarios only jokes related to animals have been selected, since the animal participation in the dialogue indicates the unreality of what is happening as one of the scenarios. It was found that the central scripting oppositions that make up the culmination line are more specific and simply placed on completely unimportant elements. The scientific novelty of the article is presented in summarizing and systematizing the main manifestations of the ambivalence law of scenarios in a joke.

Ensino de leitura em língua inglesa em perspectiva dialógica

This work aims to analyze statements of a reading activity in English Language (EL) that is part of a portfolio used for remote teaching of a 2nd year high school class at a Public State School. For this, we observed how the statements can interfere in the students’ undertanding and we verified the presence of factors that facilitate the discursive interaction. Therefore, it is based on the on the theoretical assumptions of the Dialogical Discourse Analysis of the Bakhtin Circle (2000 [1992]); Santos (2013); Volóchinov (2018); Xavier (2020), beyond the Lino de Araújo (2017) when dealing with statements of school activities and tasks. Methodologically, this research is classified as documental and has a qualitative and interpretive approach. The results show that the statements of some analized tasks present vagueness that may reflect on the students’ understanding. In general, the reading activity is aimed to text understandind and lexicon learning, however the activity presents factors that can contribute to the reading teaching on the discussive interaction perspective. This finding leads to reflect about the possible enlargement of the activity, aiming to promote a dialogic reading teach of EL.

Vozes sociais, educação do campo e projetos de vida: Uma análise dialógica sobre as práticas no SERTA (Serviço de Tecnologia Alternativa)

O presente artigo tem como objetivo central compreender aspectos das práticas educativas do Serviço de Tecnologia Alternativa (SERTA), em Pernambuco, como contribuições de sua metodologia, ancorada no Programa Educacional de Apoio ao Desenvolvimento Sustentável (PEADS), para a construção dos Projetos de Vida dos estudantes. Com base na Análise Dialógica do Discurso (ADD) do círculo bakhtiniano, pretendeu-se analisar de que maneira, e em que proporção, as vozes sociais que perpassam as atividades vivenciadas aparecem nos enunciados dos sujeitos, neste espaço educativo, e contribuem para os seus projetos de vida. Os resultados apontaram para a metodologia PEADS e a Pedagogia da Alternância como possibilidades de crescimento individual e coletivo, contribuindo para o protagonismo dos sujeitos, o despertar do sentimento de pertencimento a um grupo social, a motivação para aprender, pesquisar e compartilhar saberes diversos apreendidos no Curso Técnico em Agroecologia, seja nos momentos de imersão no Tempo Escola (TE), seja nas atividades do Tempo Comunidade (TC). O curso proporcionou oportunidades de escuta, fala e valorização individual e coletiva dos sujeitos, ao longo do processo educativo vivenciado.
 Palavras-chave: educação do campo, projetos de vida, SERTA.
 
 Social voices, rural education and life projects: A dialogical analysis of practices at SERTA (Alternative Technology Service)
 ABSTRACT. The main objective of this article is to understand the educational practices of Alternative Technology Service (SERTA), through the contributions of the Educational Support Program for Sustainable Development (PEADS) for the construction of students' Life Projects. Based on the Dialogic Discourse Analysis (DDA) of the Bakhtinian circle, it is intended to analyze, in what way and to what extent, the social voices that permeate the experienced activities are perceived in the statements of the subjects that permeate this educational space and contribute to your Life Projects. The results point to the PEADS methodology and Pedagogy of Alternation experienced in SERTA, as possibilities for individual and collective growth and contribute to the protagonism of the subjects, the awakening of the feeling of belonging to a social group, the motivation to learn, research and share the diverse knowledge that is learned in the course, either during the moments of immersion of school time (ST), or in the activities of community time (CT), by providing the opportunity for individual and collective listening and appreciation of the subjects throughout the entire educational process experienced in the Technical Course in Agroecology.
 Keywords: rural education, life projects, SERTA.
 
 Voces sociales, educación rural y proyectos de vida: un análisis dialógico de las prácticas en SERTA (Servicio de Tecnología Alternativa)
 RESUMEN. El principal objetivo de este artículo es comprender las prácticas educativas de Servicio de Tecnología Alternativa (SERTA), a través de aportes del Programa Educativo de Apoyo al Desarrollo Sostenible (HDPE) para la construcción de Proyectos de Vida de los estudiantes. Basado en el análisis del discurso dialógico (ADD) del círculo bakhtiniano, se pretende analizar, de qué manera y en qué proporción, las voces sociales que impregnan las actividades vividas, se perciben en los enunciados de los sujetos que permean este espacio educativo y aportan a sus Proyectos de Vida. Los resultados apuntan a la metodología HDPE y Pedagogía de la Alternación vivida en SERTA, como posibilidades de crecimiento individual y colectivo y contribuyen al protagonismo de los sujetos, el despertar del sentimiento de pertenencia a un grupo social, la motivación para aprender, investigar y compartir el conocimientos diversos que se aprenden en el curso, ya sea durante los momentos de inmersión (TE), o en las actividades de Tempo Comunidad (TC), brindando la oportunidad de escucha y apreciación individual y colectiva de las materias a lo largo de todo el proceso educativo vivido desde el inicio de la primera semana de inmersión en el Curso Técnico en Agroecología.
 Palabras clave: educación rural, proyectos de vida, SERTA.

ИМПЛИЦИТНОЕ СОДЕРЖАНИЕ ДИАЛОГИЧЕСКОЙ РЕПЛИКИ В СВЕТЕ СЕМАНТИЧЕСКИХ ФОРМ МЫШЛЕНИЯ

The article analyzes the implicit content, the carrier of which is a stimulating or reacting statement. This content belongs to the dialogic discourse as a whole, since the pragmatic condition for its existence is the use of an utterance in the context of a spontaneous dialogue. The implicitness of the utterance is characteristic of the dialogue, and the logical connections between the replicas of the dialogue are often not explicated, the meaning of the sounding utterance is the result of its semantic interaction with one of the subsequent or previous utterances.

СУЩНОСТЬ И ХАРАКТЕРИСТИКИ ДЕТЕРМИНАНТ ДИСКУРСА АУТОКОММУНИКАЦИИ КАК ВНУТРЕННЕГО ДИАЛОГА

The paper presents the interdisciplinary analysis of the determinants of the system of self-communication discourse and internal dialogue as the forms of objectivation of human mental content focused on some actions for meeting some objectives. The author describes discourse as integration of communication and language processes in self-understanding and personal identity. Contextually determined and dynamic self-communication discourse, as a way of acquirement of new senses and confirmation of old ones, verbalizes current personal values. The study results reveal the characteristics and relations of the internal dialogue discourse determinants within the human objectivity–subjectivity continuum. Discourse determinants prescribe its context and rules and include the prototype place and agents with their motives and objectives. Self-positions manifested in Self and Non-Self (Other Self) binary self-predications form the core pair of agents. The modality of a person’s attitude to own Self-positions makes their communications a dialogue or a monologue on the boundary of their sub-territories as a discourse prototype place. The degree of discourse agency, its closeness within the prototype place, or transgression openness depends on the complexity and differentiation of Self-concept and ego boundaries functionality. The frustration of meta-necessity to keep self-confidence and self-acceptance by reassessment and reformation of interrelations of Self-positions determines the motives and objectives of self-communication. The common goal of self-organization is implemented through the internal dialogue in the form of institutionalization, verification, and integration of their Self-predications. Status-role characteristics of agents and functionality of discourse prototype place determine the specificity of its motives and objectives according to the systemic effects of Self-organization.

Structural and Syntactic Features of Spontaneous Synergetic Discourse (based on the studies of the German sounding dialogic discourse)

Structural and Syntactic Features of Spontaneous Synergetic Discourse (based on the studies of the German sounding dialogic discourse)

Double-Voiced Discourse in Susan Glaspell's "Trifles"

This research reveals double-voiced discourse in dialogues of Susan Glaspell’s Trifles. This research is categorized as a qualilative study. The data was taken from Glaspell’s Trifles text and indentified by applying Bakhtin’s double-voiced discourse (1981) and Baxter’s double-voiced discource functions (2014). It also applied Kate Millet’s Sexual Politics (2000) and Putnam Tong’s Feminist Thought (2009) to interpret the ideologies found in the text. There are thirteen double-voiced discourses found in Trifles. They represent two opposite ideologies; patriarchy and feminism delivered by the male and female characters. The discourses show personal power, debate ideas, and building solidarity. The male character uses the discourse to display personal power. Meanwhile, the female characters use the discourses to debate ideas and build their solidarity as women.

Поле памяти: конструирование и борьба нарративов

The policy of memory is a strategy of interaction between power institutions and social groups in the public space on issues of national history. Images of social memory are used by actors to create narratives – complete, plot-complete narratives of past events. Social groups declare their identity and the right to their own interpretations of historical events through the creation of narratives. The clash of alternative interpretations of events leads to a mnemonic conflict, which is the reflection of the political struggle for the right to memory. Dialogue and mediation are tools of memory policy. The logic of this policy implies reconciliation and solidarity of all social groups that have survived a single historical fate, but have a differentiated social memory. People remember how these events reflected on the fate of their families. The methodology of researching the politics of memory is based on sociocultural and historical-comparative analysis, combines phenomenological and constructivist approaches. In analyzing the problem, the article uses the theory of attraction fields of P. Bourdieu. Such a methodological construction helps to study the field structures of social memory, the specifics of constructing a narrative, and the possibilities of a political solution to the mnemonic problems of the nation. The policy of memory is presented as a tool for managing public consciousness in the mental structures of the community. It is contradictory, ideologically determined, involves the collision or coordination of alternative narratives. The structures of power that determine the rules of the “game” on the “memory field”, articulating “official narratives”, have the right to decide on the priority strategy of memory policy. But the influence on the formation of memory policy strategies is possessed by any social groups representing “unofficial” narratives. The construction of a memory policy is based on strategies — targeted, sequential actions that assert in the collective consciousness the version of national history as dominant. Strategies are embodied in variable scenarios - tactical measures of a situational nature that determine the moves and placement of acting characters for the implementation of strategies. The authors identified the main types of memory policy strategies: reproach (realization of a “martyrdom”), oblivion of the tragic past (crowding out facts contradicting “heroic” interpretations from official narratives), conflict of interpretations (contradicting “official” and “unofficial” narratives), dialogue (discourse and coordination of interpretations) with the relevant scenarios of the development of the political situation - the chanting of “historical greatness”, silence, repentance, contradictory narratives, reconciliation and solidarity . The result of the analysis of the problems of social memory in Russia are the theoretical constructs of the narrative confrontation with the following options for scenario solutions that formulate memory policy strategies.

Contact-Maintaining Metacommunicative Listener Questions in Modern English Dialogic Discourse

Contact-Maintaining Metacommunicative Listener Questions in Modern English Dialogic DiscourseThe paper focuses on revealing the mechanisms of maintaining spoken interaction by means of the metacommunicative listener questions in modern English dialogic discourse. The pragmatic and discursive properties of metacommunicative questions functioning at the contact-maintaining stage of the communicative act are singled out. The typology of contact-maintaining metacommunicative listener questions in modern English dialogic discourse is proposed. Contact-maintaining metacommunicative questions are viewed as a specifically oriented functional class of speech units bound by a common communicative purpose, i. e., they aim to control the communicative activity of the interlocutor, regulate the thematic and expressive components of the communicative situation, and to change the interpersonal relations of communication partners, thereby influencing the flow of interaction. Metakomunikatywne pytania odbiorcy wspierające podtrzymanie kontaktu we współczesnym angielskim dyskursie dialogowymArtykuł przedstawia mechanizm utrzymywania interakcji mówionej za pomocą metakomunikacyjnych pytań słuchacza we współczesnym angielskim dyskursie dialogicznym. Wyróżniono pragmatyczne i dyskursywne właściwości pytań metakomunikacyjnych funkcjonujących na etapie utrzymywania kontaktu aktu komunikacyjnego. Zaproponowano typologię metakomunikacyjnych pytań słuchacza, mających na celu utrzymywanie kontaktu we współczesnym angielskim dyskursie dialogowym. Metakomunikacyjne pytania, utrzymujące kontakt słuchacza są postrzegane jako szczególnie ukierunkowany rodzaj funkcji jednostek mowy związanych wspólnym celem komunikacyjnym, czyli mających na celu kontrolowanie aktywności komunikacyjnej rozmówcy, regulację tematycznych i ekspresyjnych elementów sytuacji komunikacyjnej, zmianę relacji interpersonalnych partnerów komunikacyjnych, a tym samym wpływanie na przebieg interakcji.

O discurso sobre a dislexia no DSM-5 e suas implicações no processo de medicalização da educação

A medicalização da infância e da adolescência se articula com a medicalização da educação com relação às “doenças do não aprender”. Nesse contexto, o diagnóstico da Dislexia é legitimado pelo DSM, Manual Diagnóstico e Estatístico de Transtornos Mentais, utilizado pelos profissionais da saúde. O objetivo deste artigo é analisar o modo como as classificações diagnósticas do DSM-5 faz efeito na medicalização do processo de apropriação da leitura. Os dados foram analisados a partir da Análise Dialógica do Discurso. Os resultados revelaram que o discurso médico, materializado no texto do DSM, implica diretamente na medicalização da educação. O DSM-5 apresenta uma versão da Dislexia que desconsidera a história e o contexto sociocultural no qual os estudantes ou adultos em circunstâncias não escolares, manifestam ou têm produzido sintomas na leitura. A ideologia na qual o documento se baseia se insere numa perspectiva biologizante, na qual os problemas específicos à aprendizagem do ler decorrem de desordens neurobiológicas e, portanto, podem ser medidos facilmente, por meio de medidas padronizadas. As consequências desse modo de olhar têm desdobramentos significativos que marcam a trajetória escolar e contribuem com a configuração de uma história que passa a ser marcada pela incapacidade de aprender.

Дискурсивна амбівалентність в іллокутивних мовленнєвих актах сучасного англомовного діалогічного дискурсу

The article focuses on the analysis of discursive ambivalence in illocutionary speech acts. The paper examines pragmatic properties of strategic discursive illocutionary speech acts in modern English dialogic discourse. It is suggested that discursive ambivalence is characterized by discursive intention, i. e. what discursive development the speaker wants to create by the utterance. Discursive intents may differ according to the perlocutionary intents the speaker has in mind .

Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students’ curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks; they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ positions they had adopted across the six inquiry-based science lessons; core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students’ thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

Procesos de subjetivación y lenguaje inclusivo

En este trabajo, sin afán alguno de establecer juicios que autoricen o nieguen la pertinencia de los usos del lenguaje inclusivo, proponemos un análisis lingí¼í­stico-discursivo de las resoluciones emitidas por cuatro universidades argentinas que han aceptado el uso del lenguaje inclusivo en alguna de sus formas y en distintos tipos de producciones académicas escritas y orales. Nuestro objetivo es mostrar que el sentido de los discursos no es de naturaleza veritativa ni depende de las elecciones voluntarias e intencionales de los sujetos; antes bien, los efectos de sentido se construyen dialógica y argumentativamente. A la luz del enfoque dialógico de la argumentación y la polifoní­a, proponemos así­ que las mencionadas resoluciones exponen sistemáticamente una imagen de la enunciación como causada por (semi)marcos de discurso dialógicos que deben recuperarse y que remiten a prácticas discursivas que toman el uso mismo del lenguaje como objeto y su correlato en las prácticas sociales. Al mismo tiempo, mostramos cómo en esas respuestas dialógicas, quedan materializados posicionamientos subjetivos crí­ticos que aunque diversos, devuelven a los sujetos la ilusión de ser dueños de su decir.

Technology Enhanced Formative Assessment for Students’ Motivation in Mathematics at Elementary Level

Technology Enhanced Formative Assessment (TEFA) is an advanced and evidence-based pedagogical approach for science and mathematics teaching using a classroom response system. Question-driven instruction, dialogical discourse, formative assessment, and meta-level communication are four core principles on which TEFA is built upon. These are implemented through a question cycle in the classroom. Eight weeks duration intervention study was carried out in two urban high schools, one from each stratum (i.e., boys and girls) using a non-equivalent comparison group quasi-experimental design on a sample of 183 participants. The study participants included 42 girls and 47 boys in the experimental group, whereas 54 girls and 40 boys in the control group from the 8th-grade mathematics class. Students' mathematics motivation survey using IMI (i.e., intrinsic motivation inventory) was used to measure students' mathematics learning motivation levels. Two-way ANOVA was conducted to assess the motivation level of the students. Analysis of the results showed that the experimental group motivation level was significantly higher than the control group.

How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement

Abstract Dialogic practices encourage students to actively participate in productive classroom discourse. In this paper, we investigate whether changes in teachers' dialogic discourse practice are related to students' perceived activation, motivation and cognitive engagement on a sample of 450 high-school students. Nineteen teachers participated in a 1-year professional development program that was designed to help teachers adopt a more dialogic discourse practice. The extent to which teachers changed their discourse practice varied between teachers and some teachers did not change their practice. Results suggest that students whose teachers changed their discourse practice reported higher levels of perceived activation at the end of the program. Moreover, longitudinal multilevel modeling revealed that students perceived stronger increases in their autonomy support, competence support and cognitive engagement when teachers changed their discourse practice. The paper highlights the important role of dialogic discourse from a motivational perspective.

The Principle of Language Politeness in the Discourse of Husband-Wife Dialogue at Toronge, Baranti District of Sidenreng Rappang Regency

The purpose of this study was to determine the principle of language politeness in the discourse of husband-wife dialogue in the village community. The sources of data in this study were the husband and wife community of the Tonronge Village, Baranti District, Sidenreng Rappang Regency. This type of research used qualitative descriptive research to clearly describe the form of the principle of language politeness. Data collection techniques consisted of observation, recording, tapping techniques, and documentation. The results showed that the principle of language politeness in society in the discourse of husband-wife dialogue in the community reflects the implementation of the cultural values of "siri" as a central value. The use of special vocabulary, such as taalani (please get it), ta (yours), iye (yes), ki (you) shows politeness in language.

O gênero digital vlog

O presente artigo tem como tema os elementos constitutivos e orgânicos do gênero digital vlog, sob o viés da Análise Dialógica do Discurso (ADD), a partir de dois vídeos publicados no YouTube. A pergunta que norteia o estudo questiona em que medida os vídeos analisados caracterizam-se como textos-enunciados do gênero em foco. Como objetivo geral, busca-se analisar os pressupostos teóricos da ADD, no que concerne aos elementos constitutivos e orgânicos do gênero discursivo vlog, a fim de responder à questão problema-tizadora. A base teórica sustenta-se nos estudos de Bakhtin (2011), Volochínov (2017), Sobral e Giacomelli (2016; 2018), Ataliba (2017), Costa-Hübes (2014, 2017), Kraemer (2014), entre outros. O artigo é resultado de uma pesquisa teórico-prática, com abordagem qualitativo-interpretativa dos dados e fins explicativos, tendo como geração de informações a documentação indireta, bibliográfica (construção teórica) e documental (análise do corpus). Como resultado, verifica-se que o objeto de estudo realmente possui elementos constitutivos e orgânicos de textos-enunciados do gênero digital vlog, uma vez que ambos são produções da esfera digital, circulam em plataforma da web, possuem temáticas de acordo com a demanda de seus seguidores, têm forma composicional arquetípica e estilo próprio do gênero.

Структурно-композиционный анализ бытового анекдота на немецком, английском и русском языках как объекта юмористического диалогического дискурса

The paper aims to reveal a structural and compositional model of the small folklore genre “anecdote” in the Russian, German and English linguo-cultures. The article examines anecdotes belonging to the dialogical discourse genre. The authors provide a structural and compositional analysis of the Russian, German and English anecdotes taking into account introductory phrases. Scientific originality of the study involves identifying typical features of the Russian, German and English everyday anecdote as an element of the humorous dialogical discourse. The conducted research allows revealing common and differential features of the anecdote introductory phrases in the analysed linguo-cultures.

Los géneros del discurso como dispositivos enunciativos de las prácticas sociales: una mirada teórica y práctica

Este artículo de carácter didáctico explora el concepto de género discursivo desde la perspectiva de su relación con las prácticas sociales y su potencial didáctico, presentándolos teórica y prácticamente, presentando incluso un análisis. El artículo se basa en la perspectiva de la Análisis Dialógica del Discurso (ADD) de Bajtín y el Círculo. Se trata de una perspectiva que considera tanto las estructuras lingüísticas y textuales cómo las huellas que, venidas de la situación de producción de sentidos, de la enunciación, son dejadas en el texto resultante de la actividad discursiva.

A valoração em webnotícias direcionadas às mulheres

Nossa pesquisa ancora-se nos estudos em Análise Dialógica do Discurso (ADD), desenvolvida à luz das considerações de Bakhtin e o Círculo. Neste artigo, o objetivo é analisar cinco enunciados do gênero do discurso notícia, publicados em revistas online brasileiras direcionadas a mulheres. Por esta razão, retomamos discussões a respeito da questão da valoração no campo dos estudos discursivos, a partir de ideias teóricas e metodológicas apresentadas por três intelectuais do Círculo – M. Bakhtin, V. Volochínov e P. Medviédev. Nossos resultados demonstram que a valoração é um índice social avaliativo-expressivo-axiológico do enunciado, engendrado às instâncias constitutivo-funcionais do discurso, não apenas regularizando as escolhas linguísticas e composicionais, mas, sobretudo, urdindo seus possíveis sentidos e efeitos de sentido.