Interactive Dialogue Research Articles

КОНЦЕПЦИЯ ПРИМЕНЕНИЯ БОЛЬШИХ ЯЗЫКОВЫХ МОДЕЛЕЙ ПРИ ИСПОЛЬЗОВАНИИ КЕЙС-МЕТОДА В МЕДИЦИНСКОМ ОБРАЗОВАНИИ

Objective. The study is devoted to modern forms of case method implementation as a key tool in the development of clinical thinking of doctors. The main factors complicating the creation of situational tasks and limiting the large-scale application of this method in medical education are identified. Materials and methods. The concept of using large language models (LLM) to reduce the complexity and labor intensity of developing situational tasks in medical education is proposed. Results. A prototype of an interactive LLM ChatGPT-4o-based case study based on a clinical guideline for chronic heart failure has been developed and tested. The prototype allows dialogic interaction with learners, generation of laboratory and instrumental data, and real-time adaptation of case complexity. Despite its effectiveness, risks associated with the occurrence of content generation errors (so-called “hallucinations”) have been confirmed. Conclusion. The concept of LLM application for automation and improvement of case method in medical education is proposed. Requirements for the development of a digital solution are formulated, which will greatly simplify the creation and modification of case problems and will ensure the development of clinical thinking of physicians. Further efforts should be aimed at minimizing generative errors and creating specialized interfaces for effective use of LLM in training.

УГОЛОВНО-ПРОЦЕССУАЛЬНАЯ КОММУНИКАЦИЯ УЧАСТНИКОВ УГОЛОВНОГО СУДОПРОИЗВОДСТВА

The study is devoted to a comprehensive description and analysis of criminal procedural communication of participants in criminal proceedings. The author examines the influence of lexicon, pragmaticon and thesaurus on the formation and functioning of the linguistic personality of participants in criminal proceedings, in particular the linguistic personality of a professional communicant. For successful dialogical interaction, a professional communicant must have not only deep knowledge of the law, but also highly developed communicative competencies. The purpose of this study is to propose ways to improve and optimize communication operations in criminal procedure communication for participants in criminal proceedings. In order to achieve this goal, it is seen as necessary to identify specific recommendations aimed at effective dialogic interaction. Research methods: descriptive method, comparative method, structural method, stratification method.

Формы взаимодействия народного песенного творчества и инструментальной музыки (на примере традиционного сольно-группового пения кавказских народов)

The article examines the interconnection of the vocal-choral and instrumental music in the traditional solo-and-group performance among the different peoples throughout the Caucasus (the Adyghians, Abkhazians, Osetians, Balkars and Karachays). The present problem range has not yet become a topic of special academic comprehension. In this connection,the aim of the article is to draw the attention of specialists towards studying it and defining the role of the instrumental strata within the standard texture of broadly disseminated song performance in the Caucasus region. The traditional regional type of texture of song composition includes two main strata: the solo declamatory presentment of the tune and the choral (i.e., ensemble) accompaniment existing in dialogic interaction with each other. Frequently, we can find a third stratum, as well — the instrumental, as a rule, existing in performance on a traditional bowed string instrument. As living folk music practice confirms, its participation in the solo-and-group singing is not a mandatory factor. The place and the role of the instrumental stratum in the examined folk musical material is determined in this article. The author highlights the main functions of all the textural strata, the parity of the first two lines of the song texture and the forms of their interaction, in which the traditional standard and self-sufficient structure of characteristic polyphonic singing of the peoples of the Northern Caucasus is reflected.

"I Am a Football Player and/or a Girl": Psychosemantics of Self-Consciousness among Teenage Female Football Players.

Women's football (soccer), despite official recognition and growing popularity, is perceived as a gender-non-typical sport. This contradiction can be implicitly transmitted by society and acts as a condition of conflict in the self-consciousness of teenage female football players (TFFPs). In this study, the model of self-consciousness is defined as the semantic structures generated in the dialogic interaction "person - sociocultural environment". Various options, including internally conflicting ones, for the content of self-consciousness in the context of both gender (girl) and professional sports (football player) are identified in comparison with the gender personality type of TFFPs. The psychosemantic method of multiple identifications is used to assess self-consciousness in participants. Image-markers of self-identification in gender and professional sports semantics are assessed through verbal personal characteristics and non-verbal color-associative stimuli. Sample: 29 female football players aged 15 years who have been involved in pre-professional football for the last 5-7 years. In TFFPs with androgynous and masculine gender personality types, self-consciousness is not conflicted; the image of a football player has masculine semantics. In TFFPs with a feminine gender personality type, self-consciousness is not conflicted due to the transformation of the image of a football player from traditionally masculine semantics to more feminine ones. TFFPs with an undifferentiated gender personality type are characterized by contradictions at the explicit and implicit levels of self-consciousness. The results confirm the concept of self-consciousness as a process of dialogical interaction between the self-image and images of the socio-cultural environment, as well as the possibility of its diagnosis as individual variants of psychosemantic structures.

Exploring the Interrelated Roles of Text, Author, and Reader in Identity Formation through Literature

This paper explored the interrelated roles of text, author, and reader in the context of identity formation through literature. Engaging with literary sources provides individuals with a unique opportunity to gain a deeper understanding of themselves and others by delving into diverse perspectives, experiences, and narratives. Literature serves as a powerful medium for self-reflection, empathy, and personal growth. Authors' influences shape the text, while readers actively interpret and connect with the content based on their identities. The interactive dialogue between text, author, and reader contributes to the formation of personal and collective identities, expanding our understanding of ourselves and the world around us.

Feminist Philosophical Toys: Playful Companions and Live Theorization

AbstractWhat are the matters of philosophy? How do they shape how philosophy is practiced, what kinds of knowledge it produces, and who counts as a philosopher? The dominant matters of Western philosophy, or its epistemic companions, are books and journal articles even when dialogic and oral traditions are acknowledged or referenced. In this paper, we argue that alternatives would be necessary if philosophy were to be a more capacious and welcoming discipline. We introduce Feminist Philosophical Toys as one such alternative that challenges what counts as serious philosophy by being seriously playful. The toys foreground the oral and the dialogic while reflecting on and committing to engaging materiality, record-keeping, and record-making. In doing so, the toys challenge the dominant form of philosophy and its mechanics of knowledge-making as they offer an alternative way of doing philosophy that can be transformative for the next generation of feminist scholarship. The dialogic, embodied, and communal interaction with paper, with theory, and with others is meant as a practice of live theorization, opening philosophy to a new groundedness and accessibility, centered in the ethos of feminist epistemology, while at the same time pushing against fetishization of matter.

On the Application of Generative Artificial Intelligence ChatGPT in Digital Trade

The combination of human subjective judgment and machine data processing capabilities in human-machine collaborative evaluation can create a more efficient, accurate, and personalized customer service dialogue interaction system, thereby promoting digital trade efficiency and improving service quality. Generative artificial intelligence has the ability of intelligent interaction and contextual semantic understanding, which is an important means of implementing the concept of human-machine collaboration. This article introduces the basic principles and technical characteristics of ChatGPT, and explores in detail its various application scenarios in digital trade, including automated customer service, personalized recommendations, intelligent marketing, and data analysis. Finally, this article also discusses the challenges and future development directions of ChatGPT in digital trade, in order to provide certain reference value for research and practice in related fields. The data from the questionnaire survey shows that men, aged between 18-30 and 41-50 years old, with high education level, high monthly online shopping expenses, high monthly income, and frequent use of well-known e-commerce platforms, generally have a high level of understanding of ChatGPT.

ЭЛЕКТРОННОЕ ДЕЛОВОЕ ПИСЬМО КАК ДИАЛОГИЧЕСКИЙ Жанр ИНТЕРНЕТ-КОММУНИКАЦИИ

The article is devoted to the study of the specifics of an electronic business letter as a dialogic genre in network communication. The differences between a traditional business letter and its electronic version are indicated. The exchange of business correspondence via e-mail is considered as a communicative situation of dialogic interaction between the addresser and the addressee. The correlation of initiating business emails with stimulus cues, and reactive ones with response cues of natural (primary) dialogue is established, and the means of expressing dialogicity in business emails are analyzed.

Formation of an open educational environment using artificial intelligence technologies: analysis and classification

The article explores the possibilities of using artificial intelligence technologies to create an open educational environment. Specific artificial intelligence tools and services for use in the educational process are analysed. The authors classify artificial intelligence tools according to their functionality in key areas such as learning, teaching, assessment, and administration. The analysed tools include: Knewton, ALEKS, DreamBox, Edmodo, Grammarly, Speechify, Synthesia, ChatGPT, and others. It is concluded that artificial intelligence technologies allow creating an open educational environment with personalised, adaptive learning, automated assessment, and effective management. The article describes typical ways of using artificial intelligence in education for learning (assigning personalised tasks, providing interactive dialogue, analysing students’ learning activities), teaching (increasing the adaptability of teaching methods and developing the professional competence of teachers), assessment (automation of knowledge control processes, prediction of student performance, creation of assessment tools), and administration (analysis of educational data, making informed management decisions). At the same time, it is necessary to take into account the potential risks and ethical issues with respect to the introduction of artificial intelligence into education. For further research, the authors suggest practical testing of approaches, analysis of economic aspects, and the study of the application of sectoral features of artificial intelligence. The results of the study are valuable for determining the optimal strategies for integrating artificial intelligence into the educational environment to improve the quality of education and ensure the innovative development of the industry.

Tarantino’s eloquent villains

Abstract Suspense as an aesthetic effect is a key narrative strategy of thriller movies, serving the function of entertainment for wide audiences. As the plot unfolds, arcs of suspense rely on triggering an appealing sense of anticipation that calls for a resolution. The present study examines the creation of suspense throughout fictional dialogue in Quentin Tarantino’s popular feature films Pulp Fiction (1994), Inglourious Basterds (2009), and Django Unchained (2012). In these movies, dialogic interaction is often dominated by eloquent villains who skilfully flout the conversational maxims of Grice’s cooperative principle, thereby exercising verbal power over other interlocutors. As is demonstrated in a qualitative pragma-stylistic framework, the villains’ discursive strategies amount to stylistic deviation resulting in suspenseful implicatures. In particular, suspense is commonly caused by digressing from current topics, by giving too little information or too many details, by being insincere or ironic, and by making equivocal or redundant statements.

Modification of Da’wah Through the Art Performance of Ki Dalang Ulin Nuha

This study aims to understand the messages, methods, and strategies carried out by puppeteers in changing the traditional da'wah format into an interesting and memorable art performance. Descriptive qualitative research was used to collect data, using observation, interviews, and content analysis of art performances performed by Ki Dalang Ulin Nuha. The research findings show the use of various strategies by Ki Dalang Ulin Nuha to deliver da'wah messages to the audience in his art performances, incorporating contemporary innovations such as the use of media & technology, music, sholawat, and interactive dialog with the audience. In addition, Ki Dalang Ulin Nuha also uses straightforward language and relates strict messages to everyday life. The modification of da'wah through Ki Dalang Ulin Nuha's art performances intends to reach and impact various levels of society. Ki Dalang Ulin Nuha's art performances attract audiences of all ages, including children, teenagers, and adults. The implication of this research is that the modification of da'wah through art performances can be an effective strategy in spreading religious messages to the wider community and can be used as a rol model in preaching that is not monotonous. Da'wah grows through larger art performances and inspires puppeteers and other artists to spread religious messages effectively, positively and attractively.

English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques

This research examines English teachers’ use of classroom discourse in the light of Zone of Proximal Development (ZPD) theory and scaffolding techniques. English teachers play an essential role in increasing dialogic interaction in their English language learners (ELLs). The participants were 18 English teachers from government secondary school in Makkah city, Saudi Arabia. The observation sheet used to collect data concentrated on major points of classroom discourse in the lesson stages of teaching English including lesson planning, explanation, and evaluation. The results highlight high-level practice of some strategies that support authoritative discourse in some strategies in the three lesson stages. However, the findings reveal lower levels of teachers’ use of strategies that support teaching in the ZPD. The findings also reveal an increase in the use of some strategies such as concentration on correcting errors in the planning stage before implementing the lesson. Furthermore, the findings reveal an increase in teachers’ use of some strategies such as encouraging continuous classroom discourse without providing correct responses for learners before discussions in the teaching stage. Also, it indicates a high-level increase in the use of some strategies such as evaluation of previously memorized concepts, and asking questions to evaluate students’ performance levels in the evaluation stage.

Implemenation of the principle of the hearing state by local executive

Close interaction and open dialogue between the people and state bodies is the key to the successful development of the state. Accessibility, openness, transparency and taking into account the opinion of citizens in the process of making public decisions are becoming one of the most important indicators of the effectiveness of public administration and commitment to democratic principles. In order to implement this concept, the focus is currently on improving the efficiency and development of bodies providing public services.

MODERN CONCEPTS OF VOCATIONAL EDUCATION TEACHER TRAINING: PEDAGOGICAL SUPPORT AND FACILITATION

In the study, taking into account the current circumstances of ensuring the effectiveness and quality of future teacher training of the country’s professional council system in wartime conditions, the emphasis is on the well-known but insufficiently implemented concepts of pedagogical support and facilitation, which ensure the orientation of the training process to the realization of the individual potential of each student, his independence, aspirations to self-improvement in the chosen profession throughout life.
 The purpose of the article is the theoretical search, systematization, and characterization of external and internal conditions for the implementation of the concepts of pedagogical support and facilitation in the process of professional future vocational education teacher training in Ukrainian higher education institutions. These conditions include the following: personal knowledge, practical experience of humane interaction, subjective experience of an individual, and students’ social and cognitive activities. The external conditions of the process of training future teachers for the manifestation of pedagogical support include the content of training, which involves knowledge of existential security, humanistic foundations of educational sciences and psychology; the organization of the educational process focused on the usage of interactive and personally relevant technologies that model the social and subject content of future professional activity; creation of dialogic interaction between the teacher and students, which is based on orientation to the personality of each future vocational education teacher.
 It emphasizes the need to instruct the methodological and theoretical foundations of the introduction of modern concepts of future vocational education teacher training at the master’s level of ethical, existential, and ontological aspects of content and professional activity; these aspects are classified as promising areas of research.

A dual analysis study of classroom interactions in Japan and South Africa

The demands of raising education at a classroom level to international standards require a nuanced analytical lens involving multiple perspectives to contribute to the best practices. Most classroom research adopts a singular perspective, usually from researchers who are familiar with the nuances of the classroom context under study. In other words, published studies involving classroom observations are often analyzed by insiders who already have the insight to understand the situated dynamics of the classroom interactions they analyze. While this is an important analytical orientation, this stance may overlook important insights about teaching and learning that outsiders’ perspectives may be able to identify. The study employed a qualitative approach. Which was guided by the dialogic interactive theory. The methodological approach in Japan was face-to-face semi-structured interviews while in the South African context, virtual data generation methods were employed to interview teachers on the classroom interactions with students. The study population was English students, while in South Africa it was health course teachers who taught students from various health professions. A total of eight teachers were purposively recruited in South Africa with one student participant in Japan. Findings revealed similarities and differences in dialogic interactions and the interpretation of such interactions. Participants from both contexts had deliberate silence and reluctance to speak which was interpreted differently by the teachers, and lack of reciprocal and purposive engagements by students. Based on the dialogic interactive theory, it can be concluded that the aspirations to achieve an inclusive quality of education can best be achieved when teachers are transparent about the expected interactions for all the tenets of the dialogic theory to be achieved. It is therefore recommended that broader conversations about the analysis of situated dynamics of classroom interaction be encouraged to yield critical insights for education towards the attainment of inclusive quality education.

Religious and Ecclesiastical Art of Russia in the 20th—21st Centuries: Posing the Problem of Interaction

The article is devoted to the cross-cutting consideration of the problem of dialogical interaction between two close phenomena of art related to religious themes: church, liturgical art, which participates in worship, and secular art on religious themes. The stages of their interaction in Russian art of the 20th—21st centuries are considered. The prehistory of this phenomenon dates back to the middle of the 19th century, when the division into religious and church art already existed in fact, but was realised only in the early 20th century in connection with the work of Mikhail Nesterov. Then, over the course of the century, we observe a series of stages of interaction between religious and church art in their convergences and divergences. The era of the Silver Age, with its heightened sense of the religious beginning in art and life, is replaced by times of state atheism, very heterogeneous, including with regard to religious themes. The time of 1920 —early 1930s is characterized by a relatively free artistic search in the sphere of religious themes. At the beginning of the Stalinist period, religious themes in both church and secular aspects were banned, and at the end of the period there was a revival. During the Thaw years, along with the persecution of the church in unofficial culture, a broad interest in religious themes in secular painting emerged and a gradual, albeit localized, rise in contemporary church art began. The late Soviet period is characterized by the gradual establishment and initial legalization of religious and church art. In the 1990s — 2010s, a broad revival and development of church art began, and the religious theme became the focus of attention, including contemporary contemporary art. Once again, as in the early twentieth century, there are conditions and artistic aspirations for a mutually enriching dialogue between church and religious art. The study of various aspects of this interaction in Russian art is an urgent and multifaceted task.

Performative language in Bertolt Brecht’s Life of Galileo. Didactic reflections on dialogue and interpretation

There are nowadays a whole series of publications on the staging or productive use of theatre, all of which show that the theatrical learning medium has long since been used not only in mother-tongue or foreign language teaching in schools, but also in the field of dialogue interpretation. What is striking, however, is that it is not the drama text but preferably theatrical techniques that are used to initiate a better way of dealing with complex language situations. Theatre has developed into a relational medium par excellence because of its play character and not because of its literary text substrate; in fact, the theatrical genus is form-giving and formable, sometimes so formable that one of its ostensible constituents, i.e. the text, is often perceived as a negligible one. The approach adopted here is different: With its dual focus – on a specific drama text and on the prosodic design –, it adopts a holistic perspective that considers both language and gestural awareness of dialogical interactions.

English

Teaching is one of the most consequential responsibilities of an academic librarian, yet many of us approach it without the training or self-awareness required to do it well. Teaching well means being willing to commit to endless, fearless exploration of pedagogical pathways, shifting social realities, and discomforting valleys within the self. These journeys enable us to define and strengthen our teacher identities. Critical LIS studies on identity frequently explore the multiplicity of librarian attitudes toward teaching or the complexity of individual librarian identities. In our study, we merged these two exploratory objectives by analyzing the dialogical interaction of an academic librarian's multiple identities in the teaching context, specifically. As academic librarians, diverse in terms of race, gender, age, and professional experience, we engaged in collaborative autoethnography to uncover and name the interlocking identities that inform our teaching endeavours. Through the lens of dialogical self theory (DST) and its concept of self positioning, we identified positions of the self that interact and negotiate with each other to facilitate or complicate the act of teaching itself. Autoethnographic exploration deepened our understanding of our teaching selves and helped us decipher the socio-psychological scripts that hinder and empower us as educators.

PECULIARITIES OF EDUCATIONAL DISCOURSE

This article delves into the intricate world of educationaldiscourse, highlighting its multifaceted nature and pivotal role in contemporary education. Educational discourse encompasses a broad range of conversations, debates, and discussions surrounding education, spanning topics such as pedagogy, educational policies, sociocultural issues, and more. Drawing from various disciplines like psychology, sociology, philosophy, linguistics, and beyond, it offers a comprehensive understanding of the intricacies of modern education. The article explores the practical applications of educational discourse, providing evidence from studies that demonstrate how meaningful dialogues, including Socratic questioning and dialogic interactions, enhance learning outcomes and critical thinking skills. This article employs a mixedmethods research approach to examine the impact of educational discourse on various aspects of education. The qualitative component involves in-depth case studies, such as the exploration of dialogic interactions in science education. These case studies employ qualitative data collection methods, includingparticipant observations, interviews, and content analysis of educational discourse.

Teen-adult interactions during the co-design of data literacy activities for the public library: insights from a natural language processing analysis of linguistic patterns

PurposeThe purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their emotions, level of engagement, and the power of relationships between teens and adults in the context of data literacy. This study conceives of co-design as a learning space for data literacy. It investigates the teen–adult dialogic interactions and what these interactions say about the nature of teen thinking, their emotions, level of engagement and the power relationships between teens and adults.Design/methodology/approachThe study conceives of co-design as a learning space for teens. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity, and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity and Emotional Tone using transcriptions of recorded Data Labs with teens and adults.FindingsLIWC-22 scores on the linguistic measures Analytic Thinking, Clout, Authenticity and Emotional Tone indicate that teens had a high level of friendly engagement, a relatively low sense of power compared with the adult co-designers, medium levels of spontaneity and honesty and the prevalence of positive emotions during the co-design sessions.Practical implicationsThis study provides a concrete example of how to apply NLP in the context of data literacy in the public library, mapping the LIWC-22 findings to STEM-focused informal learning. It adds to the understanding of assessment/measurement tools and methods for designing data literacy education, stimulating further research and discussion on the ways to empower youth to engage more actively in informal learning about data.Originality/valueThis study applies a novel approach for exploring teen engagement within a co-design project tasked with the creation of youth-oriented data literacy activities.