Elements Of Dialogue Research Articles

The Echo of N.V. Gogol and A.P. Chekhov in Fyodor Sologub's "The Little Devil": the Narrative of Marriage

The subject of research is the intertextual connections between the text of Fyodor Sologub's novel "The Little Devil" and N.V. Gogol's play "Marriage", as well as with A.P. Chekhov's short story "The Man in the Case". The object of the research is images, motifs, and structural techniques that unite texts and serve as a means of building an intertextual dialogue. The authors consider in detail such aspects of the topic as the commonality of motifs, scenes, structural connections, elements of the subject world of the works, explicit and implicit quotation, the interaction of homological structures of the plots of the two texts. Special attention is paid to the semantic and structural transformation of the motives for choosing grooms/ brides, the interaction of the potential groom / potential bride with the matchmaker, fear of the upcoming wedding, as well as card divination / card anthropomorphization games. The research uses a method of comparing motifs and their transformation in an intertextual dialogue, comparing the structural elements of the text and the objective world of works. The main conclusions of the study are the proven elements of the intertextual dialogue between the two works, the clearly verified identification of another source of the text of Sologub's novel "The Little Devil", along with the already reflected works of classical Russian literature. A special contribution of the authors to the research of the topic is the systematization, verification and detailed description of the homological, borrowed and transformed elements of the artistic world of the work by the author. The scientific novelty of the research lies in the comparison of the text of the novel "The Little Demon" with the text of the drama "Marriage", the identification of intertextual connections, their stratification at various levels of the text organization, as well as the involvement in the comparison of the text "The Man in the case", whose connections with the "Little Demon" through the prism of common motives with "Marriage" N.V. Gogol has not been considered before.

Fostering Historical Thinking and Reasoning through Hybrid Dialogue: Integrating Javanese Philosophy into History Education

Learning in history classes is often monological, with students often being passive recipients of information. The aim of this research was to propose a hybrid dialogue approach that combines monological and dialogical elements based on local cultural values, such as the Jalma Kang Utama philosophy in Yogyakarta, to improve students’ historical thinking and reasoning (HTR) abilities. This study used a multi-case qualitative methodology with purposive sampling involving 108 participants from three high school history classes (3 history teachers and 105 students) in Yogyakarta that became a pilot project for the implementation of Specialised Kejogjaan Education (Pendidikan Khas Kejogjaan: PKJ). Classroom observations were conducted for 270 minutes in three sessions, with video recordings used to analyze interactions through Epstein’s socio-cultural approach. The focus was on dialogic interactions to connect historical facts with Javanese philosophical values. The results show that the hybrid dialogue approach improved student engagement and HTR abilities. Dialogical interaction helped students more easily relate historical facts to a broader cultural and ethical context, particularly Javanese philosophy in HTR. Teachers who use this method succeed in creating an inclusive learning environment where students are actively involved in learning history. In conclusion, this study provides a practical model for integrating local cultural values into history education. It offers valuable insights to foster critical and reflective thinking skills among students in diverse cultural contexts. This research contributes to improving history education in a diverse cultural context such as Indonesia.

Corporate Social Responsibility Reports: An Analysis of Dialogicity Across Sectors and Countries

The paper explores Corporate Social Responsibility (CSR) reports in their dialogicity, i.e. as an interactive communication practice taking place between the company and a multifaceted audience of stakeholders. In particular, it investigates the linguistic and discursive resources used by a sample of companies in their CSR disclosures to articulate corporate values and performance, and voice stakeholders’ concerns. The analysis was conducted on a small collection of documents belonging to firms operating in three different sectors: Banking, Food, and Oil and Gas, and headquartered in three European countries: Italy, Switzerland and the UK. With the support of corpus linguistics tools, the CSR reports were examined in a selection of key dialogic elements and their phraseology. The quantitative and qualitative analysis was intended to map out the strategies (dis)similarly adopted by the firms across the sectors and countries to project themselves into the text, establish a connection with stakeholders, and address their needs and expectations.

Cultural Characteristics of Female Hero Images in Intangible Cultural Heritage Films

In Chinese films with intangible cultural heritage themes, female images are an indispensable presence. Particularly, several renowned female hero figures derived from folklore literature, such as Liu Sanjie, Ashima, and Hua Mulan, stand out as symbols of both traditional Chinese heroines and the cultural zeitgeist. This paper utilizes Roland Barthes' semiotic theory to analyze the characteristics of these three representative intangible cultural heritage-themed folk literature films. By employing text analysis methods, it examines the elements of costume, dialogue, setting, and plot in these films. These symbolic elements elucidate the development of female characters and cultural transformations, revealing how traditional culture is represented and transmitted in modern media. The paper also explores the crucial role and value of women in the preservation and inheritance of intangible cultural heritage, offering suggestions for better shaping the images of female heroes in intangible cultural heritage-themed films.

The ECJ Preliminary Reference Procedure: Two to Tango?

This note comments on the dialogue and cooperation between the ECJ and the referring court in the context of a preliminary ruling procedure. The author discusses how the ECJ and the referring court can influence and improve this relationship. Important elements of dialogue include questions, answers and process. The author discusses these elements in the context of the preliminary ruling procedure, addressing possible reasons for the criticism that has been levelled against ECJ preliminary rulings. Among other things, the author suggests allowing the referring court to be present and speak at the oral hearing of a case before the ECJ.

Treating Guilt-Inducing Self-Talk in Ocd with Dramatized Socratic Dialogue: A Step by Step Intervention.

Fear of moral guilt and conseque:nt increased attention to personal actions and intentions are the main ingredients of the self-criticism in patients suffering from obsessive-compulsive disorder (OCD). This pathogenic attitude takes shape in a typical guilt-inducing self-talk.The purpose of this work is to describe in detail a novel cognitive therapeutic procedure for OCD called "Dramatized Socratic Dialogue" (DSD). DSD is a theory-oriented intervention that combine elements of Socratic dialogue, chairwork, and cognitive acceptance strategies derived from Mancini's model, which posits that obsessive-compulsive (OC) symptoms stem from a fear of deontological guilt. DSD appears to have many strengths, being a theory-oriented treatment and focusing, as a therapeutic target, on the cognitive structures that determine pathogenic processes and OC symptoms. Furthermore, it is a short, flexible and tailor-made intervention. Detailed description of the intervention could foster future research perspectives and thus be used in evidence-based effectiveness studies to establish whether DSD reduces OC symptoms and to investigate its mechanism of action.

PEMINDAHAN GAYA BAHASA ĪJĀZ BERDASARKAN OPERASI PEMINDAHAN EKSPLISITASI KLAUDY DAN KÁROLY [TRANSLATION OF ĪJĀZ LANGUAGE STYLE BASED ON KLAUDY AND KÁROLY'S TRANSFER OPERATIONS

Failure to address the implicit meaning can impact the translation outcomes. A shift in translation from implicit meaning in the source language to explicit meaning in the target language is called explicitation. In Arabic rhetoric, ījāz is one of the language styles that combine multiple meanings with simple words. This linguistic characteristic has the potential to cause a lengthy translation. Experienced or inexperienced translators tend to do explicitation by transferring most of the implicit meanings in the source text into the target text. This study aims to analyze the transfer of the ījāz al-Quran language style to the Malay language based on Klaudy and Károly's Transfer Operations. This study adopted a qualitative method and carried out a content analysis technique to analyze the Quranic ījāz as stated in al-Sayyid al-Husaini’s book. In addition, six Arabic rhetoric books were utilized as supporting sources to screen the data of ījāz through cross-checking techniques. Subsequently, the data were analyzed based on the standard transfer operations proposed by Klaudy and Károly. The research's findings reveal that the most common explicitation strategy that was widely used in this study was lexical addition. It is also found that the operation of grammatical elevation was significantly applied in this study. This operational feature, which raises phrases to clause level, makes this operation easily recognizable. This study also uncovered two new operations in explicitation strategies, namely lexical repetition and addition of dialogue elements. This study reveals the potential approaches that translators can use when interacting with implicit meaning, hence helping to find relevant solutions in dealing with the transfer of implicit meaning, especially from Arabic rhetoric perspective.

Louise Erdrich’s The Plague of Doves - A Study Using Bakhtin’s Dialogism

The aim of this paper is to advance the theoretical aspect of Bhaktin’s Dialogism in the Native American literature with special reference to the novel The Plague of Doves. By closely examining the text, the study finds the presence of the dialogical elements in the novel. Additionally, it examines the character voices that are blending together to generate dialogic forms. Instead of showcasing their own strength, the voices allowed other voices to emerge and take on unique qualities while they persisted until the conclusion of the narrative.

Improving user's sense of participation in robot-driven dialogue

ABSTRACT In this study, we aimed to enhance the sense of dialogue participation (SDP), which reflects an individual's conscious engagement in dialogues, and investigated the multimodal dialogue elements that contribute to its improvement. To achieve this, we developed a dialogue system utilizing an android robot specifically for tour spot recommendations at a travel agency. The system was designed with various components aimed at enhancing SDP and was evaluated by 29 participants during the Dialogue Robot Competition 2022. After conceptually defining SDP, we employed the author's subjective evaluation to visualize the time-series changes in SDP at approximately 20-second intervals, using video recordings of the dialogues. Initially, we expected an overall decrease in SDP, as the robot had a speaking duration of around two minutes during the middle of the dialogue session when presenting the tour plan. However, the analysis of five participants' data revealed an increase in SDP during segments that involved ‘Dealing with content that increases the user's interest’ and ‘Multimodal response requests.’ Consequently, we can conclude that these elements have a discernible impact on enhancing SDP.

Student-centredness in physics laboratory teaching sessions

There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the whole-class teaching sessions within which students had the opportunity to reflect on and orientate towards experimental work. Whole-class teaching sessions of four physics laboratory teaching assistants were carefully explored to determine how student-centredness was apparent during these sessions. Particular attention was given to the interactions and communication between teacher assistants and students. The results revealed different ways in which student-centredness can be facilitated in physics laboratory settings through communication, including dialogic elements. These elements consisted of eliciting students' ideas and explicitly linking their experiences to the discussions. Teacher assistants with a pedagogical background implemented dialogic communicative approaches when orchestrating instructional dialogue and linking different activities. Implications for teacher assistant training are discussed.

Указательные местоимения this/these, that/those в диалогической речи киногероев

The aim of the study is to determine the functional-semantic features of demonstrative pronouns ‘this/these’ and ‘that/those’ as integral elements of an English-language film dialogue. The work analysed dialogue fragments from modern English-language feature films, in which the ability of demonstrative pronouns to perform the deictic, anaphoric, cataphoric and identifying functions was established. The content of the nominative component of multifunctional demonstrative pronouns and their stylistic marking were determined. The study is novel in that it is the first to analyse speech behaviour and the role of demonstrative pronouns in conveying pragmatically and stylistically important information in the context of a feature film plot. The results of the study showed that demonstrative pronouns have their own nominative meanings, which are realised through the speech senses of ‘close/distant’, ‘here, now / then in the past / in the future’, ‘one’s own / someone else’s’, ‘known personally by the subject / generally known’, ‘subjectively important / objectively important’, ‘unique/similar’, ‘special/typical’, etc. Demonstrative pronouns are capable of participating in the creation of the ‘intimacy’ and ‘alienation’ stylistic devices and conveying the evaluative-emotive shades of irritation, contempt, hostility, regret and disapproval. Due to the presence of the nominative component in demonstrative pronouns and their emotiveness, the realisation of the communicative-pragmatic setting of the participant in the film dialogue aimed at expressing their attitude towards what is happening and influencing the addressee becomes possible.

Enlivening popular education in community development: Action research with neighborhood Centres and Landcare groups in Australia

ABSTRACT This article, drawing on an action research project, argues for the revitalized use of two under-utilized practice frameworks for community development in the pursuit of social change. The two frameworks – Participatory Development Practice and the Spiral Model of Community Education – support a citizen-led approach to practice, one that focuses on the relational and dialogical elements of group processes. Starting with stories of citizens’ lived experiences, a structural or community analysis about the root causes of oppression is enabled and supports community action that can be sustained over time. Findings from the action research showed that groups benefitted from foregrounding their own need for social sustainability and that the educational approach of Freire helped them shift from an antagonistic conflict mode to a dialogical or agonistic conflict mode which created confidence to engage in difficult conversations supporting their community development efforts.

K-Synapse: Intelligent Learning System with Elements of Gamification

The purpose of the article is to solve the problem of acquiring expert knowledge in the subject area of an online course, forming a knowledge base containing educational content (elements of educational material in the chosen discipline, test questions), and game components for organizing learning processes with elements of gamification in the author’s intelligent learning system K-Synapse. The research methods are the main methodological approaches and technological tools for developing intelligent learning systems with gamification elements based on the use of an appropriate multi-level ontological model. Such methods include, in particular, systemic and comparative analyses to identify the features of information learning systems with elements of intellectualization and gamification, the method of expert evaluation, which involves the analysis of literary sources and information resources, interviews and surveys of experts in the pedagogical, psychological and information technology fields, as well as the process of developing and testing an intelligent system. The scientific novelty of the research is the development of an expert knowledge acquisition system for the K-Synapse intelligent system, which combines the formation of an expert knowledge base and game components with elements of intellectual dialogue for different age categories and self-education. This development can be applied in the field of online education and cognitive skills development using the game form. Conclusions. Developing an expert knowledge acquisition system for the K-Synapse intelligent system is an important stage in developing education and self-education using innovative technologies. The preparation of an expert knowledge base and game components with elements of intellectual dialogue for different age categories will increase the efficiency of the learning process and increase students’ motivation for self-directed education. The K-Synapse system is an intelligent learning system with gamification elements and intellectual dialogue. This system provides, in particular, support for a wide range of topics, and knowledge (competencies, skills or abilities), that a student can acquire during training (in the process of playing); a wide range of topics and levels of test questions; helps the student by providing appropriate advice, tips, explanations of complex or incomprehensible issues (questions); monitors the learning process and controls the results; increases the level of student motivation to learn through the desire to achieve better results that other students have already had (this happens in an exciting game manner, not psychologically stressful). The successful implementation of the K-Synapse intelligent learning system will give students’ learning and cognitive activities an impetus for creativity, improve the quality of the educational process, and integrate this system into many modern information learning systems. Thus, such a system development can have great potential for improving education quality and increasing students’ competence.

Ideas of working young people about laziness in connection with their self-attitude and self-regulation

The subject of the study is the ideas of laziness, self-attitude and self-regulation of working young people. The aim of the study is to establish relationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, styles of self-regulation of working young people with varying degrees of self-esteem of laziness. The empirical object of the study - 110 young people. Laziness is considered as a condition that arises in a situation of experiencing inconsistency between external requirements and internal willingness to invest available resources to fulfill them, lack of internal readiness to act in order to save resources. Laziness is interpreted as a personality trait manifested in a person's tendency to frequent and intense experiences of a state of laziness at a low threshold of its occurrence in a wide range of situations. The following methods were used: the questionnaire "Style of self-regulation of behavior" (Morosanova V.I.), a multidimensional questionnaire for self-attitude research (Pantileev S.R.), the method of self-assessment of laziness (Bogdanova D.A., Posokhova S.T.); self-assessment of the level of laziness. A content analysis of the self-description of ideas about laziness is carried out. The methods of mathematical statistics are applied. The concepts of laziness are defined in the form of interpretations of the content of laziness as an action, as an emotional and ethical assessment, as a motivational and characterological trait; interpretations of the circumstances of laziness associated with the conditions of past, current or upcoming activities, motivational formations, the state of the subject; broadcast options for regulating laziness as a transition to activity, elements of internal dialogue, self-motivation, mental operations and reflections, acceptance and passivity in experiencing laziness. Groups with varying degrees of self-assessment of laziness have been identified. The types of self-attitude and styles of self-regulation of young people with varying degrees of self-esteem of laziness are ranked. It has been established that the leading type of self-attitude among the low-lazy and lazy below average is the type of self-attitude with an external evaluative basis, while the lazy above average and the highly lazy have a high degree of types of self-attitude with both external and internal evaluative grounds. The interrelationships between ideas about the content, conditions of occurrence, self-regulation of laziness and types of self-attitude, self-regulation of working young people with different degrees of self-esteem of laziness (low, below average, above average and high) have been established, the specifics of these relationships have been established.

The Theology of Interreligious Dialogue as a Foundation for a Proposed IRD - Based Theology Syllabus in a Catholic College in Bukidnon

In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a Civilization of Love, the Sacred Congregation for Catholic Education specifies that “all children and young people must have the same possibilities for arriving at the knowledge of their religion as well as of elements that characterize other religions.” As such, interreligious dialogue is an essential component of Catholic education, thereby necessitating interreligious dialogue education and formation starting from the beginning of school age in academic institutions. From this perspective, the study explores a selection of Catholic Church teachings and Magisterial documents on interreligious dialogue. Using See-Judge-Act as the framework, it aims to outline the essential elements of the theology of interreligious dialogue in education. In doing so, the paper intends to present a model of the interreligious dialogue-based Theology syllabus. The inquiry is qualitative-descriptive research and employs documentary analysis as a method. The study concluded with the presentation of the proposed syllabus model with its dialogical elements.

In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach

There is increasing scholarly agreement about the key features of academically productive classroom dialogue. Yet, despite this emerging conceptual consensus, the ways in which it is measured and coded in quantitative research efforts vary significantly. In order to communicate, compare and integrate findings from this rich body of empirical research and to further theory refinement, a more unified approach to measuring classroom dialogue is needed. We selected seven well-known coding frameworks and identified a set of nine particle-like dialogue elements (DEs), that lie at the basis of different coding categories, appear frequently in classroom dialogue, and can be reliably coded at the conversational turn level. We then demonstrate how a much larger set of “compound” dialogue constructs can be recreated post-coding, by flagging co-occurrences of different DEs and accounting for the majority of coding categories in each of the seven frameworks. This Dialogue Elements to Compound Constructs Approach (DECCA) then enables interrater reliability, while simultaneously maintaining the flexibility and comprehensiveness needed to enable quantitative research on a large variety of research questions with a single methodological approach. The implications for future research and theory are discussed.

“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation

This study investigates how a professional learning approach that draws on elements from collaborative autoethnography (CAE) can support science teachers’ learning about argumentation. It provides an account of how six secondary science teachers collectively explored their views and understandings of the importance of relationships for fostering argumentative sensemaking in classrooms. The educators partnered across four sessions to identify themes that emerged from their autoethnographic writings and discussions. The construct of “diffraction” later helped provide a situated, entangled analysis of how ideas traveled within the group over time. Findings highlight how teachers surfaced the importance of cultivating trusting classroom relationships (between teachers and students as well as between students with one another) to foster the social dialogic elements of argumentation and collective sensemaking. This insight is one not generally emphasized in teacher professional development related to argumentation and has only recently been examined in the research literature. Teachers also reclaimed the idea of “rigor” to encompass discourse that is connected to students’ lives and engages them in knowledge-building with others. This study demonstrates how a CAE-inspired teacher professional development model that emphasizes teacher agency and professional knowledge can help educators develop nuanced understandings of argumentation. As more classrooms focus on engaging students in argumentative practices, this study suggests the need for the field of science education to shift its focus to attend more fully to the role of classroom relationships, vulnerability, and trust. This study also suggests promising strategies for helping teachers increase their commitment to enacting productive and expansive classroom argumentation practices that center students’ experiences, value diverse sensemaking, and increase equitable opportunities for learning.

Combined methods in addiction psychotherapy. Systematic review of the Addiction journal .

The article is a review and presents the results of research conducted in 2022 using the method of systematic review of scientific articles published in the English-language Addiction journal, i.e. the oldest journal on addiction which has a long history of publishing (since 1884) by the Society for the Study of Addiction. The review question was the following: What treatment methods currently used in the psychotherapy of addictions in adults can be combined to optimize the recovery process of patients with disorders associated with the use of psychoactive substances, in light of the systematic review of the Addiction journal from 19932022? The results of research conducted in accordance with the assumptions of the PRISMA standard indicate the most frequently combined methods, referring to the cognitive-behavioural approach with pharmacotherapy, elements of motivational dialogue and motivation training. The results of the study canbe used to distinguish research variables for broader meta-analytical studies or to conduct further field research in addiction treatment.

Analysis of Intercultural Dialogue Evolving: A study Roles of the State of Qatar

The significance of this study lies in the absence of resources and studies about intercultural dialogue in the State of Qatar. The general objective of this study is to identify the role of Inter-civilizational dialogue in the State of Qatar, and its manifestation in the fields of education, politics, culture, and religion, in addition to clarifying the role of Qatar in supporting Intercultural dialogue globally. The researcher used the descriptive-analytical approach and the historical method due to its prominent role in determining the dimensions of the historical development of the intercultural dialogue in the State of Qatar. The researcher also used an analytical approach as the study tool to identify elements of Intercultural dialogue in the State of Qatar. The study findings include that the new conditions imposed by globalization, the technological revolution, and economic growth are among the most important factors that directly affect the openness of the State of Qatar toward building a productive Intercultural dialogue. In addition, the State of Qatar is considered to have a special experience in the field of Intercultural dialogue and has contributed to building effective Intercultural dialogue at the Arab and Western levels. Moreover, the geographical location of the State of Qatar has also played an important role in enhancing its role in the field of intercultural dialogue.

Online-Rhetorik

Abstract When facing an audience instead of a single listener, students of public speaking encounter challenges that stem from differences in space. A larger space results in greater distance from the audience, and the need to fill a large room requires adaptation of posture, volume, dialogical elements, etc. When speaking online, however, there is no common space that is shared with the audience. The speaker addresses the listeners, wherever they are, from his or her own place. The main task is to connect these two or more separate spaces. This paper shows how this can be achieved using the verbal and visual tools available to teachers, bloggers and other non-professional speakers. It will be shown that spaces can only be connected if the speaker’s room is carefully designed, and details of the communication process cannot be misinterpreted.