Dialogue Skills Research Articles

Специфика усвоения диалоговых навыков дошкольниками с расстройствами аутистического спектра

<p style="text-align: justify;"><strong>Objectives. </strong>The variability of disorders in the formation of dialog skills of preschoolers with autism spectrum disorders (ASD) does not always depend on the level of intellectual development. In issues of speech development, it is important to take into account both the specifics of understanding the reversed speech at the level of interrogative statements, and the aspects of structuring and semantics of the answer proposed by the child with ASD himself. In order to study the specifics of mastering the basic conversational skills by children with ASD who have unimpaired intellect, a special pilot study was designed and conducted.</p> <p style="text-align: justify;"><strong>Methods. </strong>The peculiarities of understanding questions of various purposes and structures by students of the age of 5—7 years (group 1 — 51 children) with unimpaired intellect and ability of verbal communication were studied. Children of group 1 and preschoolers of group 2 of younger age (from 3 years 10 months to 5 years 2 months, a total of 28 participants) were presented with 48 questions, hierarchically organized based on ontogenetic patterns associated with the formation of cognitive concepts, which are accessible to a typically developing child by a certain age. The results obtained in both groups were compared.</p> <p style="text-align: justify;"><strong>Results. </strong>Only 2.3% of the proposed 3,708 questions remained unanswered, and the number of correct (adequate) answers, depending on age, tended to increase (for example, preschoolers with ASD of 4 years gave 68% correct answers, preschoolers of 5 years — 73%). The study shows that, in terms of nature and specifics of dialog skills, students with ASD 5-7 years old have no significant differences from the typically developing preschoolers of a younger age group: the number and quality of correct answers from children with ASD at the age of 6 years is comparable with the number of correct answers from typically developing preschoolers of 4 years old.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>In the process of forming dialog skills in the structure of developmental education for children with ASD, the teacher should rely solely on the traditional spontaneous question-and-answer method, they should also consider the semantics and pragmatics of the proposed lexical material. The data obtained will be useful for special education teachers in selecting the content for speech development, taking into account the individual typological characteristics of children with ASD.</p>

Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study

To promote children’s language development through designs that consider familial contexts, the authors explored the effectiveness of a dialogic reading intervention customized for older siblings in immigrant Latino families. The dialogic reading intervention, developed with components of training, modeling, and coaching, systematically supported older siblings’ dialogic reading use while reading with their younger siblings. Using the CROWD mnemonic, older siblings were taught to use a range of dialogic reading prompts, thereby nurturing diverse forms of engagement during shared interactive book reading (SIBR) sessions. Moreover, older siblings were taught the PEER mnemonic to enhance their ability to respond to their younger siblings’ input in manners conducive to promoting the latter’s language development. Effects of the intervention program on three older siblings’ (1) prompting and (2) responsiveness during SIBR were assessed using a multiple-baseline across participants design. Results indicate that two out of three older siblings increased prompt frequency and demonstrated improved responsiveness after receiving coaching and modeling support. Challenges faced by one older sibling are discussed, potentially attributed to individual language and literacy difficulties. Results tentatively indicate that older siblings have the capacity to acquire and apply dialogic reading skills if given appropriate instruction and support. These results illuminate opportunities to enhance SIBR techniques among siblings, underscoring the significant role older siblings in immigrant Latino families can play in providing enriched language input during SIBR.

Development of 4C-Integrated Karthon (Kartu Pacelathon) as an Innovative Learning Media for Javanese Dialogue

The proficiency of seventh-grade students at SMPN 2 Semarang in writing and reciting Javanese dialogue remains relatively low, highlighting the need for effective learning media. Mastery of this skill is a fundamental objective of Javanese language education, aimed at fostering good manners among students. This study seeks to 1) assess the needs of both teachers and students for the development of karthon-based learning media, and 2) design and validate a prototype of such media tailored for teaching Javanese dialogue to seventh-grade students at SMPN 2 Semarang. The research employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as conceptualized by Reiser and Mollenda. Data collection methods included interviews and questionnaires, while both qualitative and quantitative techniques were utilized for data analysis. The study involved 288 seventh-grade students at SMPN 2 Semarang during the 2021/2022 academic year, with a randomly selected sample of 37 students. The research revealed a substantial demand for card-based learning media among the students. The developed prototype, featuring writing and reading cards, underwent expert review and field testing, demonstrating high suitability for classroom implementation. The findings of this study offer a valuable solution for teachers aiming to enhance Javanese dialogue skills in seventh-grade students at SMPN 2 Semarang, integrating the 4C skills—critical thinking, communication, collaboration, and creativity—into the learning process.

Cuba and Chile: Revolutionary Dialogues for Latin America

This article analyses the structural challenges of the Latin American revolution in the early 1970s, which echoed from Fidel Castro’s extensive road trip around Chile during the Salvador Allende administration in November 1971. Castro’s presence promoted massive mobilizations of Chilean workers and peasants who came in droves to listen to his speeches. By then, an interesting dialogue between the Cuban and Chilean revolutionary paths had developed on a mass-collective basis, considering the dialogical skills of both leaders, Castro and Allende, who participated together in many mass demonstrations during the 24 days that the Cuban leader spent in Chile. While Cuba experienced an insurrection and guerrilla war, Chile was promoting a “peaceful road to socialism” through electoral victories. This article investigates the relations between the two revolutionary processes through the dialogues during this visit. This article is based on press materials from those days, Castro’s and Allende’s speeches and other primary sources. It concludes that the Cuban and Chilean Revolutions were more complementary than antagonistic, contrary to the historiography that emphasizes rivalry between them.

CONFLICT MANAGEMENT FROM A PRACTITIONER PERSPECTIVE: SEBUAH STRATEGI MEMPERSIAPAKAN ORGANISASI UNTUK TERLIBAT DALAM KONFLIK KONSTRUKTIF

Conflict is an inevitability inherent in human life. Conflict within organizations cannot be eradicated as it is a logical consequence of individual interactions that result in disputes or gaps between expectations and reality. Knowledge about conflict management and strategies for preparing organizations to engage in constructive conflict is essential. This study is qualitative research utilizing a literature review. The results of this study indicate that the initial step in preparing an organization to engage in constructive conflict is to build trust through discussions on hypothetical cases and formulating possible scenarios, developing dialogue and mediation skills by training specific communication skills, and enhancing understanding of general behaviors that may arise as responses during conflict. The next steps involve deepening the commitment to diversity and social justice by being open to others' perspectives, acknowledging the uniqueness of others' views and understandings, considering internal and external factors that may influence others' views and attitudes, repeating and summarizing what has been communicated by others, considering expressions and hidden messages in communication, setting clear boundaries, determining basic discussion rules

대학 인성교육의 방향과 과제

The purpose of this study is to examine the concept and meaning of character education, and then to find the possibilities and limitations revealed during the development and operation of 『Theory of Character Education』 as a liberal arts course at S University, and to suggest its own outlook on the direction of development of character education in universities. To this end, the contents of 『Theory of Character Education』 and the development process of teaching materials were examined in detail, and then the actual conduct of character education classes, teaching methods, and evaluation processes were critically reflected. In this study, character education was reconceptualized as “humanity education” in the sense of “education that cultivates human beings as human beings”. This conceptualization suggests that character education embraces the individual and the community, embodying the spirit of autonomy, caring, and solidarity that education strives for, and ultimately contributing to the development of humanity. As the case studies clearly demonstrate, university character education should also contribute to individual self-realization and community development. From an individual perspective, university character education needs to include “Mom” education, which includes the preservation and development of a healthy body and sex education; mind education, which aims to foster healthy emotions and morality; and intellectual education, which focuses on fostering wisdom and creativity. From a community perspective, university character education should be expanded to include basic order education, civil and civic education to foster dialog and communication skills, and global citizenship education to foster interculturalism or global citizenship. In line with the content of character education, the methodological principles of character education need to be established based on the two pillars of fostering subjectivity and citizenship. In a democratic society, each individual should develop their own subjective capabilities and strengthen their civic capabilities as a member of the community. As the healthy social development of students is emerging as an important element of college character education, it is necessary to actively consider social-emotional learning (SEL) in the future.

Enhancing Vocabulary, Dialogue, and Writing Skills in Arabic through Communicative Language Teaching: An Experimental Study

This study aims to test the Communicative Language Teaching (CLT) approach in improving vocabulary memorization, conversation skills, and writing skills for non-native Arabic speakers. The research was conducted among 1st-semester students of the Islamic Primary Education (PGMI) at the Faculty of Education at IAIN Metro Lampung for the 2020/2021 academic year. This quantitative research uses quasi-experimental methods with control classes and experimental classes. Primary data were collected through student tests and interviews with Arabic lecturers, while secondary data were obtained through observation and documentation. The study population included all 1st-semester students of the PGMI Department, with the sample consisting of class B as an experimental group (33 students) and class C as a control group (19 students). Data analysis using the T-Test showed that the communicative approach was quite effective in learning Arabic, indicated by an N-Gain score of > 56% on vocabulary mastery, dialogue skills, and writing Arabic texts. The significant difference between the pre-test and post-test in the control and experimental groups with significance values of 0.000 < 0.005 supported the working hypothesis and rejected the null hypothesis. In conclusion, the communicative approach has proven effective in improving students' speaking skills (vocabulary mastery and dialogue skills) and writing (texts).

THE THEORETICAL PECULIARITIES OF DIALOGIC APPROACH IN FOREIGN LANGUAGE LEARNING AND COMMUNICATIVE COMPETENCE

The process of learning a foreign language is complex psychological procedure and requires the student's brain cortex to create a new, unidentified speaking system. The most recent speech system starts interacting with the local language's framework and living alongside it. There is the necessity of developing dialogic skills of students in language learning and integration of various activities for the formation of dialogic verbal speech.Adequately, it appears critical to identify the role of speaking in the contemporary methodology of teaching a foreign language. This article has been undertaken to examine different theories of verbal communication which is analyzed by researchers and their fundamental importance. Moreover, there were conducted questionnaire and applied some dialogic activities which give students the chance to perform communicative skills in the classroom to get more accurate results. The findings are discussed from the usage and benefits of dialogic teaching in English learning.

ChatGPT as a tool for honing teachers’ Socratic dialogue skills

In this proof-of-concept paper, we propose a specific kind of pedagogical use of ChatGPT—to help teachers practice their Socratic dialogue skills. We follow up on the previously published paper ‘ChatGPT and the frustrated Socrates’ by re-examining ChatGPT’s ability to engage in Socratic dialogue in the role of a physics student. While in late 2022 its ability to engage in such dialogue was poor, we see significant advancements in the chatbot’s ability to respond to leading questions asked by a human teacher. We suggest that ChatGPT now has the potential to be used in teacher training to help pre- or in-service physics teachers hone their Socratic dialogue skills. In the paper and its supplemental material, we provide illustrative examples of Socratic dialogues with ChatGPT and present a report on a pilot activity involving pre-service physics and mathematics teachers conversing with it in a Socratic fashion.

Studying the level of dialogical speech development in pupils with intellectual disorders as an indicator of their mental health

Background. The research was aimed at studying the levels of development of dialogical speech in primary schoolchildren with intellectual disabilities (ID). In accordance with the purpose of the research, the following tasks were implemented: to carry out a theoretical analysis of the research problem; to develop criteria and indicators of the levels of dialogical speech development in younger schoolchildren with intellectual disabilities; to investigate the state and levels of development of dialogical speech in younger schoolchildren with intellectual disabilities in modern educational conditions. Materials and methods. To determine the levels of dialogical speech development, we have created a diagnostic program, criteria, and indicators for the development of dialogical speech in students with ID. Results. According to the results of the study, the high level of development of dialogical speech among primary schoolchildren with ID was not detected, 15.4 % of students showed sufficient level, 39.1 % — average level, 45.5 % had low level. Conclusion. Children with intellectual disabilities experience difficulties in independently formulating questions, choosing the necessary words in answers. In dialogue, younger schoolchildren with IP mostly use short, monotonous lines. Their answers are characterized by poor vocabulary, inaccurate use of words, morphological and syntactic agrammatism. This state of dialogical skills is due to the underdevelopment of coherent speech and basic mental operations such as analysis, synthesis, abstraction, generalization, comparison, systematization; inability to transfer acquired skills to a conversation situation, narrowing of verbal contacts, cognitive passivity. Their speech lacks emotion due to the inability of children with IP to use intonation.

Investigating the Effectiveness of Artificial Intelligence Chatbots in Enhancing Digital Dialogue Skills for Students

<p style="text-align: justify;">The central focus of this study is exploring the potential of Artificial Intelligence (AI) Chatbots in enhancing digital dialogue for students. The study investigates the key attributes of Chatbots that can contribute to the feasibility of facilitating digital dialogue to improve students' communication skills through discussions and dialogues. The study employed a descriptive method using a questionnaire to gather the perspectives of 35 educational experts on the use of AI Chatbots in digital dialogue skills. This study revealed that using AI Chatbots plays a crucial role in enhancing digital dialogue skills and can be effectively integrated into instructional practices to facilitate meaningful dialogue among students. Finally, the study recommends that educational technology specialists leverage new technologies, such as Al Chatbots to help improve student performance and facilitate digital dialogue in education.</p>

Inquiring sustainability through dialogic Video Clubs in upper secondary schools

The recurrent reminders that climate changes are man-made and demand action, calls for the development of novel teaching approaches which besides transferring information, solutions, and values, also allow students to engage in critical reflections and through common inquiries strengthen their decision-making abilities and sustainable commitment. Answering the question: What characterizes Danish Mercantile upper secondary school students’ conversations about sustainability issues? this article analyses students’ (n = 128) ability to engage in dialogic sustainability inquiries supported by an interview guide in a Video Club setting as part of the school context, but without a teacher present during the recording. 32 Video Club conversations were coded with an operationalization of Neil Mercer’s and Robin Alexander’s conception of ‘dialogue’. The students view sustainability as related primarily to environment and climate, they share relevant ideas but lack abilities to establish common understandings of central concepts. Video Clubs can support students’ practice of dialogic skills and sustainable commitment in a setting free from teacher control and moralization.

Intercultural approach to studying English for Japanese studies students: a textbook review

This publication is a review of the textbook by Nataliia Semian and Tetiana Druzhchenko, "Exploring Cultural Contrasts: Japan and Ukraine in English Classes" (2024). This textbook was developed for teaching English at the university level using comparative strategies as part of the foreign language curriculum for second- and third-year undergraduate students majoring in Japanese studies. Grounded in an intercultural approach, interdisciplinary connections, and a cognitive-communicative concept of foreign language acquisition, the authors encourage students to explore and analyze cultural contrasts and similarities between Japan and Ukraine. The textbook is designed to provide students with specialized knowledge for practical use in professional English for students of Eastern studies, satisfy their intellectual and cultural needs, and promote the development of their professional competencies. The textbook employs contrast and comparison strategies aimed at developing monologic and dialogic English skills, which can be used in discussions about similar and different cultural objects, daily life, literature, art, and the histories of Ukraine and Japan. By exploring linguistic features and cultural realities, students can enhance their language skills and gain a deeper understanding of the cultural context of communication. Thus, the intercultural approach is not only a tool for scholarly research but also a comprehensive and systematic method of teaching English. It helps students appreciate cultural diversity and ensures their success in their professional and academic growth.

Діалог представників служб першої допомоги з травмованим комбатантом в умовах фронту: конструювання комунікативного тренінгу

Background. Communicative studies in professional discourse are highly effective when applied through practical workshops and training sessions. Modern education programs must incorporate a communicative component when developing professional training curricula. Researchers, drawing from over 70 years of focused efforts to alleviate the traumatic experiences of military conflicts, have compiled valuable materials from the works of linguists, psychotherapists, military medics, and chaplains. This compilation forms the basis for modeling professional dialogues with traumatized combatants and preventing misunderstandings of their emotional states. M e t h o d s. The analysis of global practices in training first aid services and combatants shows that military training should include exercises in using emotional language in first aid dialogues. The communicative training was developed using methods such as abstraction and logical generalization, surveys, reports, personal interviews, and testimonies from combat participants. Empirical data collection was ensured through observation and conversational analysis, based on the concepts of J. Heritage and S. Clayman. Results. Data from 14 combatants who are or were in the combat zone during the full-scale Russian invasion of Ukraine from March 2022 to March 2024, compared with data from previous research since 2015, show that accurate interpretation of emotional language is crucial for successful professional dialogue. By identifying the main types of emotions and states characteristic of combatants at the moment of trauma, the authors identified three types of first professional aid dialogues: algorithmization, refocusing, and facilitation. A communication training program was designed for these dialogues, including stages of analyzing the communicative situation and emotional signals experienced by the affected person, selecting language units, constructing responses, testing the dialogue, and reflecting on the process. Conclusions. The research presented in this article recommends organizing communicative training, particularly in military academies in Ukraine. The training plan provides an educational foundation for developing dialogical skills in military personnel, such as tracking and expressing emotional reactions, building trust, eliciting positive emotional responses from the interlocutor, and using linguistic techniques to establish emotional interaction with traumatized combatants and encourage their participation in the dialogue.

Russian paroemias as a means of activating grammatical and lexical skills in the process of teaching foreign students

Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.

SOME FUNDAMENTALS OF THERAPEUTIC WORK WITH FAMILIESIN THE LIGHT OF THE ASSUMPTIONS OF SOLUTION-FOCUSED THERAPY

The author, adressing one of the most popular therapeutic methods nowadays: short-term solu-tion-focused therapy (TSR; Brief Solution Focused Therapy, BSFT), shares her experience of appli-cation of the key rules of BSFT in the work of the "Jest Czas" Children and Youth Support Centre in Płock in the scope of shaping dialogue skills in the family and therapist's communication with its members, particularly in the context of cooperation with the school. She emphasises that a distinc-tive feature of BSFT is that the therapist does not analyse the reported problem in the first place, does not focus on the diagnosis and the patient's past, does not want to be just a guidance-giving expert, but works mainly on the "client's resources" (predispositions, skills, meaningful feelings, proper behaviours) that have proven themselves to function in the client's life. She further outlines five rules of BSFT therapeutic work, completed and reinterpreted in the centre she leads. The author underlines that in complementing these rules, the Płock centre also uses a scenario devel-oped by Maurice Berger, a French specialist in a child and family psychology, creator of the model of "therapeutic interviews with the family" (entretiens thérapeutiques avec la famille) and emphasis-es harmonising the philosophical foundation of BSFT (constructivism, postmodernism, narra-tivism) with the stream of Christian personalism.

Развитие на уменията за диалогично устно общуване у учениците в начална училищна възраст

Abstract: The main goal of the study of Bulgarian language and literature in the initial stage of primary education is the mastery of the key competence related to communication in the Bulgarian language. The subject of research in the article is the communicative competence of students of primary school age and, more specifically, the skills of dialogical oral communication. An analysis of the curricula for Bulgarian language and literature from grades 1 to 4 (general education), which are published on the website of the Ministry of Education and Science, was performed. Scientific publications related to the methodology of teaching Bulgarian language, oral speech, oral communication, dialogue, oral dialogic etiquette communication were studied. The aim is to outline the place of these skills in the complex of competencies mastered by students, to highlight some features in the development of dialogic oral communication skills. On this basis, specific methodological guidelines adequate to the goals of modern language teaching and the communicative needs of modern students are derived. Keywords: communicative competence, dialogical oral communication, primary school age. Rhetoric and Communications Journal, issue 56, July 2023

Urgency and Strategy for Multicultural Education Transformation in Conflict Resolution: A Narrative Literature Review

This study examines the evolution of multicultural education in the context of conflict resolution. This study is guided by two central concerns: 1) the urgency of transforming multicultural education in conflict resolution, and 2) the strategy for transforming multicultural education in conflict resolution. This article is the result of a qualitative investigation employing a narrative literature study design. Google Scholar, an academic database, was used to compile all the literature. The authors used several document search keywords, namely “urgency, multicultural, education, resolution, conflict” and “strategy, multicultural, education, resolution, conflict”. This study clarified, first, that there are several imperatives for transforming multicultural education in conflict resolution: 1) understanding mutual respect; 2) increasing multicultural awareness; 3) developing dialogue skills; 4) encouraging social inclusion; 5) improving historical and contextual understanding; 6) developing conflict resolution skills; and 7) developing a pluralistic identity; Second, there are several strategies for transforming multicultural education in conflict resolution, such as 1) integration of multicultural principles into the educational curriculum; 2) training in conflict resolution skills; 3) dialogue education; 4) establishment of an inclusive learning environment; and 5) collaboration between communities. This research contributes conceptually to mapping educational institutions’ urgency and strategy to transform multicultural education into conflict resolution. This study contributes conceptually to the mapping of educational institutions' urgency and strategy to transition multicultural education into conflict resolution

Movies on the couch: The MOVIE model of film therapy

AbstractFilm therapy, the therapeutic use of movies in psychological therapies, is a growing area of interest to therapists and researchers. This paper discusses the benefits of film therapy and presents a method, the MOVIE model of film therapy, a widely applicable, trauma‐informed framework for individual or group therapy, counsellor education and self‐help. Film or cinema therapy is a highly accessible and relatable method for many diverse groups. The benefits identified include emotional processing, greater ease of dialogue, increased empathy, interpersonal learning, new perspectives and learning skills. Following the model's reflective steps, clients mindfully observe and voice their emotional and psychological responses to movie‐watching; identify how the imagery, characters, themes and story symbolise personal experience; and consider any new possibilities that emerged for their own lives. The model is informed by a practice‐focussed review of literature and draws on methods from mindfulness and experiential and narrative therapies. The steps are widely applicable in a range of settings and can be adapted across counselling modalities. Further research to consider the outcomes of using the model, alongside qualitative research on clients' experiences of working this way with film, is recommended.

РИТОРИЧНА КОМПЕТЕНТНІСТЬ ФАХІВЦІВ ПРАВООХОРОННОЇ СФЕРИ З ПОЗИЦІЙ ПРОФЕСІОГРАФІЧНОГО ПІДХОДУ

The profession of a law enforcement officer, like most others, is closely related to speeches and performances, since language is the main means of organizing and managing personnel, interacting and organizing the processes of education, resocialization of various categories of persons, including those who are in conflict with law, forming the image of law enforcement specialists in society as a whole. Rhetorical competence enables law enforcement specialists to find and apply certain algorithms of influence on interlocutors, which allows to effectively solve multifaceted and complex professional tasks. Therefore, it is important to research and choose innovative methods of forming rhetorical competence from the perspective of a professiogram approach. The purpose of the research is to investigate the process of formation of rhetorical competence of law enforcement specialists from the perspective of a professiogram approach. The methodology of the research is based on modern educational and scientific approaches to the formation of legal awareness, an active socialdemocratic position on the protection of human rights and freedoms, professional skills of monologue, dialogue and polylogue, various forms of discussion of business problems, etc. The theoretical and methodological basis of the research is general scientific principles: terminological, functional, systemic, cognitive. Conclusions. The conducted research made it possible to single out the main problematic issues related to the choice of effective interactive teaching methods and the assimilation of modern knowledge of business rhetoric, the formation of linguistic and rhetorical skills and abilities, which in further professional activity will significantly influence the effectiveness of solving official tasks. Key words: business qualities of a law enforcement officer, professiogram of a law enforcement officer, professiogram approach, professional activity, rhetorical competence.