Oral Dialogue Research Articles

Study of Artificial Intelligence-Assisted English Oral Teaching

This study investigates and practices the auxiliary role of Artificial Intelligence (AI) technology, especially Large Language Models (LLM) and Text-to-Speech (TTS) technology, in English oral teaching. In the study, an AI-based LLM oral dialogue platform was constructed to replace teachers for one-on-one interactive training with students. It has been applied in college English teaching in various universities, and teaching data has been collected and analyzed in real-time. The effectiveness of AI technology in assisting college English oral teaching was evaluated, and the role of AI technology application in improving students' oral skills was explored. We conducted comparative analysis on indicators such as the speaking sentence length, speech rate, and combined with questionnaires from students, we surveyed the practical effects of AI oral teaching. The study shows that AI-assisted dialogue training has a significant positive effect on college English oral skills, and we have also proposed corresponding teaching strategies and suggestions.

Rebirth of Socratic Origins of Philosophy in the Digital Era

It has been proven that philosophical dialogues and debates using digital information dissemination tools now play a leading role in popularizing philosophy beyond the academic community. It has been established that the main differences between oral dialogue and printed interviews are the degree of text editing, the possibility of changing the positions of dialogue participants, the presence of speech intonational and emotional colouring, and stylistic communication limitations. The perceptual advantages of oral dialogue lie in its accessibility to a wide range of people, deeper immersion in the communicative situation, and a better understanding of the personal traits of the communication participants.

How to Cultivate Students’ Habit of Speaking Japanese

With the development of economic globalization, the proportion of the Japanese yen in business and trade is increasingly increasing, and the issue of cultivating Japanese language talents is also in front of us. This article focuses on cultivating students’ interest, building their confidence, and cultivating habits of speaking and memorizing; The teaching forms of Japanese are rich and diverse; The characteristics of cultivating students’ habit of speaking Japanese will be elaborated on through relevant and beneficial extracurricular activities. For students, they not only need to fully master Japanese pronunciation habits, but also need to proficiently use the vocabulary they have learned for fluent oral dialogue. In the trend of economic globalization, oral communication is a very important existence for students learning Japanese. This requires teachers to be more meticulous and proactive in mobilizing students’ interests in their teaching methods, which is the charm of language teaching. Overall, the future of Japanese language teaching is foreseeable.

Design of oral English teaching model based on multi-modal perception of the Internet of Things and improved conventional neural networks.

Oral English instruction plays a pivotal role in educational endeavors. The emergence of online teaching in response to the epidemic has created an urgent demand for a methodology to evaluate and monitor oral English instruction. In the post-epidemic era, distance learning has become indispensable for educational pursuits. Given the distinct teaching modality and approach of oral English instruction, it is imperative to explore an intelligent scoring technique that can effectively oversee the content of English teaching. With this objective in mind, we have devised a scoring approach for oral English instruction based on multi-modal perception utilizing the Internet of Things (IoT). Initially, a trained convolutional neural network (CNN) model is employed to extract and quantify visual information and audio features from the IoT, reducing them to a fixed dimension. Subsequently, an external attention model is proposed to compute spoken English and image characteristics. Lastly, the content of English instruction is classified and graded based on the quantitative attributes of oral dialogue. Our findings illustrate that our scoring model for oral English instruction surpasses others, achieving the highest rankings and an accuracy of 88.8%, outperforming others by more than 2%.

Improvement Opportunities for PAINReportIt® Delivered on a Wireless Tablet: Rated by Black Older Men With Low Back Pain.

Health care professionals and researchers can implement technology to improve older adults' acceptability of providing health information and to better include older adults in sharing information with health providers. However, older adults' engagement with technology remains low. This study focused on 60 Black older men (mean age = 70 years, SD = 6 years) with low back pain who completed the 13-item Computer Acceptability Scale after using the PAINReportIt® software on an Apple iPad®. On average, the sample found it acceptable to use PAINReportIt® software to share their pain or discomfort but that this was no replacement for oral dialogue with their health care provider. These findings contribute valuable information about the acceptability of using technology and indicate potential opportunities to improve PAINReportIt® software. Community interventions with acceptable tablet devices can offer new insight into collecting pain or discomfort data in populations with low presence in clinical research studies. [Research in Gerontological Nursing, 16(3), 108-114.].

Образ автора и образ рассказчика в автобиографическом произведении В.С. Соловьева «На заре туманной юности»

A linguistic analysis of V.S. Solovyov's autobiographical short story “At the Dawn of Foggy Youth” is proposed, as a result of which some features of the interaction between the author and the main character-narrator are revealed. This perspective of the study allows us to consider the ways of artistic use of language by the writer, his principles of building literary and artistic unity and conducting a dialogue with the reader. Methodologically significant for the proposed analysis was the theory of artistic speech by V.V. Vinogradov, largely determining the main directions of research. As a result of the analysis of the language layer associated with the image of the main character of the story, a conclusion is made about the variety of linguistic means peculiar to the hero's speech: expressive vocabulary, evaluative vocabulary, colloquial syntax, nonverbal language, individual features of oral dialogue. The characterization of the narrator's language as mainly literary is justified by the features of the author's idiosyncrasy, the high level of his education, the task of artistic representation of certain aspects of his own philosophy. As a result of the study of the author's features in the text, a conclusion is made about the conscious veiling of the author's image, which allows implementing a game strategy in the author's dialogue with the reader: through comments to the characters' replicas, through the ideological content of the text, in which some provisions of Solovyov's philosophy of love are artistically embodied and thus tested through composition, the choice of genre form.

Learning second language morphosyntax in dialogue under explicit and implicit conditions: An experimental study with advanced adult learners of German

AbstractWe investigate the role of awareness in learning non-salient grammar features in a second language during oral interaction. We conducted a learning experiment during which forty-eight adult Dutch-speaking advanced learners of German and a native German-speaking experimenter engaged in a scripted oral dialogue game. The experimenter and learner in turn produced sentences based on pictures eliciting German strong verbs with stem-vowel alternations, a morphosyntactic feature that represents a persistent learning difficulty. While learners in the implicit condition were merely instructed to focus on sentence meaning, learners in the explicit condition were encouraged to also pay attention to and learn from the target structure in the experimenter's input. Although the explicit group achieved higher accuracy scores overall, both groups had similar (absolute) learning gains, showing that oral input provided during interactive exchanges can lead to substantial learning not only under explicit, learning-targeted conditions, but also without an explicit directive to learn.

한국어의 우호적 담화 형성의 언어적 기제에 대한 코퍼스기반 연구

The purpose of this study is to investigate the linguistic mechanisms for the formation of amicable discourses in random oral dialogue corpus in Korean. The four categories of linguistic mechanisms are explored in this paper: (i) interrogative mood markers and honorific Si- markers, (ii) adverbial and predicative modal hedges, (iii) first person pronoun markers Ce(I) and Wuri(we), and (iv) positive response markers Ye(yes) and Ney(yes). The following claims are made in this paper. First, the interrogative mood markers and honorific markers are used for the amicable discourse with the percentage of 0.8% and 0.9%, respectively. Second, the adverbial and predicative modal hedges are most frequently used with the percentage of 5.9%. Third, the 1SUPst/SUP person pronominal markers are used with the percentage of 1.5%. Fourth, the positive response markers are least frequently used mechanism with the percentage of 0.2%. Hence the linguistic mechanisms for amicable discourse are ranked as follows; adverbial and predicative modal hedges the 1SUPst/SUP person pronominal markers interrogative mood markers and honorific Si- markers the positive response markers.

Research on Oral English Dialogue Understanding Based on Deep Learning

Oral English dialogue is a crucial part of a dialogue system that enables a computer to “understand” the input language as a human does, so the performance of a dialogue system is closely related to the performance of oral English dialogue understanding. In task-based human-machine dialogue systems, external knowledge bases can provide the machine with valid information beyond the training data, helping the model to better perform the oral English dialogue comprehension task. In this paper, we propose a deep recurrent neural network based on feature fusion, which directly stacks multiple nodes at a single time node to deepen the complexity of nonlinear transformations. The feature fusion network structure is applied to the ATIS dataset for oral English dialogue comprehension experiments, and the experimental results demonstrate that the feature fusion RNN network can further improve the effectiveness of the RNN network and the GRU network structure unit can obtain better results among different RNN node units.

Assessment Patterns during Portuguese Emergency Remote Teaching

COVID-19 certainly brought more negative aspects than positive ones to education. On the one hand, new gaps and challenges emerged from the lockdowns worldwide. On the other hand, we have been witnessing the increased relationship between technology and education, which created an opportunity for education to evolve and enhance the use of digital tools in classes. During several lockdowns worldwide, due to the pandemic crisis, millions of students and teachers were forced to continue the process of teaching and learning at home and experienced Emergency Remote Teaching (ERT), which led to new challenges on the process of students’ assessment. To understand what assessment challenges teachers face during the ERT and their patterns for evaluation, we performed a survey in Portugal where the ERT lasted several months in the last two years. The survey was validated and conducted in the first semester of 2021. We found two main patterns: (i) the group of teachers that prefer oral discussion and dialogue simulation and display disbelief towards traditional tests and educational games; and (ii) the group of teachers that tend to prefer oral simulation and display greater disbelief about educational games, dialogue simulation and peer work and review. From the survey analysis, we also found that teachers considered their students to be more distracted and less engaged in online classes. They were negatively affected both in their learning and evaluation process. Using digital tools to collect and validate data and creating patterns between collected data is essential to understand what to expect in future crises. The presented analysis should be correlated with other studies to extract patterns of knowledge from data and to be able to obtain conclusions about how to move education forward.

Connecting Through Flipgrid

This study focuses on the social presence framework (Rourke et al., 2001), in order to examine the ways that university-level international students develop social interaction and support in a virtual asynchronous learning community in an online class during the COVID-19 pandemic. English language learners (ELLs) participated in weekly online exchanges on a video discussion platform called Flipgrid in the form of oral dialogue journals for reflection on their academic learning and experiences during these disruptive times. These ELLs’ video journals and peer responses (N = 198) were collected for content analysis, in order to investigate how the use of video-based asynchronous computer-mediated communication (ACMC) can establish positive social and emotional support and a sense of community. The findings of the study indicate that ACMC was successful in establishing interconnectedness in terms of high levels of selfdisclosure, positive facial expressions, and other indicators of social and emotional support, demonstrating social presence. Implications of the findings are discussed in terms of how social presence is expressed and fostered in videobased ACMC communities during emergency remote teaching.

Формування в учнів 11 класу компетентності в англійському усному діалогічному мовленні засобами YouTube

Background. The modern education system is aimed at developing a personality capable of communicating in various forms. Foreign language classes are no exception. In Ukraine, however, there is still a lack of high school students' ability to engage in dialogue or discussion in English. Consequently, the methods and approaches of teaching English require revisiting in order to involve as large a student audience as possible in the productive teaching of oral communication. This can be achieved through the use of YouTube videos to optimize students' activities in the process of building the competence in spoken dialogue. Purpose. The article aims to give a theoretical review and develop the techniques to enhance the competence in English spoken dialogue through YouTube in grade 11 schoolers. Results and Discussion. The article examines the effectiveness and advantages of using YouTube videos for the enhancement of competence in English spoken dialogue. It presents the criteria for selecting YouTube videos and communicative situations, provides a list of possible topics and spheres of communication to teach oral dialogue, offers a number of YouTube channels and videos which can be used in the process of teaching. The communicative situations are offered within the three main spheres of communication: personal, public, and educational. Within the educational sphere, the authors have added the topic of career guidance, which will show students a variety of ways to identify and realize abilities and professional inclinations. The authors have developed a system of exercises based on the use of YouTube tools to build competence in English spoken dialogue in grade 11schoolers. The designed exercises prove that YouTube videos can be used at any stage of teaching English dialogue and with students of different levels of performance and training.

Implementation of an oral dialogue based on a neural network of artificial intelligence in the online platform in secondary school

Today in society there is a need for artificial intelligence that teaches schoolchildren through oral communication, questions and answers. In the first quarter of the 2020-2021 academic year, secondary school teachers in Kazakhstan spent more time checking students' written responses compared to traditional teaching in previous years. At this time, the teachers noted that there was not enough time to verbally explain the lessons and provide high-quality oral feedback to all students. To solve this problem, we propose to use an artificial intelligence neural network to verbally explain the topic of the lesson in an online learning platform. The proposed article analyses and investigates the methodology for the implementation of oral teaching of schoolchildren using artificial intelligence neural networks in online learning in general education schools. The neural network recognises a school textbook and processes it in a text and audio editor. oral explanation to the student of the theoretical material from the textbook alternates with the assessment of the student's voice response. An online demonstration of ways to solve programming problems is carried out in an online editor installed on an online platform. The proposed online platform can be effectively used in traditional face-to-face education.

Oral Health & Dentistry in Bhutan: call for actions to address a public health urgency

Introduction: Bhutan’s healthcare approach in achieving the sustainable development goal 3 (SDG 3) has been largely through primary healthcare as enshrined in the universal health coverage (UHC). Bhutan has forged a unique primary healthcare model in which oral health is integrated in its primary care initiatives. The Oral Health program under the Department of public health was established in 1999 with clear line objectives. The program has achieved commendable successes over the years. However, with changing needs, enhancing and mainstreaming of oral health and dentistry in the country must be accorded a top priority. This is particularly important as the Oral Health Policy and service standards were drafted fourteen years ago in 2007. The 2021 World Health Orgnization (WHO) agreement “to provide basic oral health services to all”, to which Bhutan is signatory, needs to be strictly implemented. Therefore, oral health dialogue was conducted to deliberate on the oral health systems in the country with experts from the field who were from within and outside Bhutan. This oral health policy dialogue generated important themes such as strategic and competent workforce, capacity development, need to transform oral health services in more people centric ways and mainstreaming oral health in other health policies.

Features of spoken language dialogue in the language of youth

The article says that spoken language is not only spoken in real life, but also has its own generalized structural state. In the artistic structure, spoken language changes differently. The pronunciation of spoken language and its use in written language are not the same. Thought in written language is characterized by style, it is systematized with the necessary words and expressed one-sided, in a spoken language, it is suitable for listeners, deviates from the written language model, the difference of speech from written language is explained by examples in the article. It is argued that literary works are directed to the spoken language through dialogues. Although they have their own specific differences, some artistic languages take their place in the stylistic sequence of everyday spoken speech through their dialogues. Despite its specific differences, some works of art occupy a stylistic range of everyday spoken language through dialogues. The relevance of the research work is related to the recognition of the features of the Kazakh dialogue, its communicative aspect. On this basis, dialogues of young people in artistic works and colloquial speech are taken, communicative and pragmatic features are analyzed.In addition, the article also identifies the features and purpose of oral dialogue in the language of youth. The pragmatics and stylistic features of dialogues in the spoken language of youth aged 16-30, the phenomenon of saving language units used in dialogue are also substantiated and explained by examples from the language of youth.

Implementation of an oral dialogue based on a neural network of artificial intelligence in the online platform in secondary school

The proposed article analyzes and investigates the methodology for implementing oral dialogue on the basis of an artificial intelligence neural network in an online platform for high school online learning. The range of tasks of the neural network has been determined. Firstly, teachers of secondary schools, gymnasium schools in the city of Taraz lack time for online sessions with students during classes, so they have to allocate time for individual online communication with each student individually. For an effective explanation of the educational material and the primary consolidation of the main topic, the authors propose the use of a neural network that processes the educational material of an electronic school textbook into an audio file, with the actual division of the sentence and the text. The neural network verbally explains the theoretical material to the student and the artificial intelligence evaluates the student’s voice response. Second, the authors include online editors of programs used in ICT and computer science classes in high school in the online platform. A visual demonstration of online problem solving methods is carried out in the online editor on the platform. The proposed online platform can be effectively used in traditional face-to-face education.

Conceptual Metaphor is Visual Hermeneutics

Metaphor is a conceptual expression of content in the form of borrowing, not similarity, whether linguistic or figurative, it is not the truth and what we seek by employing metaphor is the approximation or distinction of the implicit meaning beyond the forms and their relationship to each other and not the forms themselves. If the picture means a thousand words, then the metaphor means a thousand pictures. Research Phenomenon There are many ways of expressing what is going on in the minds of man, whether oral dialogue, written texts, pictures or drawings, there are often hidden messages behind these forms of expression, which contributes greatly to the hermeneutics process by trying to reveal the realization of those messages. This indicates that there is a close relationship between metaphor and hermeneutics. Research Assumption: The research claims that metaphor represents an important means of reaching the mysterious implicit meanings that need to be hermeneutics. Research objective: Exposing aspects of the positive relationship and the role that Metaphor can play as a necessary means of practicing hermeneutics. Research Methodology The research follows the inductive approach. Research Plan First Stage: Review of Literature related to the subject of the research, Second Stage: Patterns and clustering Third Stage: Induction The claim is formulated and tested by creating patterns, measuring its parts or wholes, and realizing the relationship and its aspects. Forth Stage: The stage of theory formulation and presentation of results. This is done by establishing an abstract rationale for the validity of the research claim, and possibility of generalization and replication, and display of results through visual thinking methods and visual presentation. Results: 1. Metaphor is a strong meaning and a simplified means of reaching an implicit meaning. 2. Metaphor is an essential and important means in the design process, design education, design learning, and design hermeneutics. 3. The importance of the role played by metaphor in helping the designer clarifying his vision and ideas. 4. Metaphor seeks what hermeneutics seeks, but in a visual way.

Kungkarangkalpa Inma Alatjila Kuwari Palyani: Dancing the Seven Sisters Songline Today!

The focus of this article is the cross-cultural translation space of bicultural bilingual performance of Inma, traditional Pitjantjatjara song and dance. The article structure reflects the two languages and cultural concepts of storytelling, song and dance in which the Kungkarangkalpa Inma—Seven Sisters performance was presented at the Centenary of Canberra Indigenous Festival in 2013. This method of bilingual bicultural translation of words, song, dance and choreography was intrinsic to the many acts of translation involved in communicating the power, passion and meaning of a traditional Indigenous Inma performance to a western city audience. Inma song and dance conveys the connectivity of people to their Tjukurpa, the Law and Dreaming of their country. The performance space of translation is one in which people choose to share their culture by performing it in language, written or spoken, song, dance or mime, and translation occurs through intermediaries with some knowledge of both cultures who translate each to the other. The authors acknowledge that the acts of translation involved in translocating the desert Inma to the Canberra stage and the presentation of this in the secondary formats of a dialogue at an academic conference and now in a written article are all abstractions from the real performance of meaning in country of the Tjukurpa. Translation is but a reflection of meaning, a narrowing of the breadth of cultural referends of language, time and place. In this case, through several portals: a condensed city performance, a film of this performance, an oral bilingual conference dialogue and now a written account. This article references these portals and incorporates direct and indirect bilingual speech and reflection in an attempt to convey the importance of Inma song and dance in the cross-cultural communication of Indigenous knowledge of country.

Discussion Method in developing discourse competence of students: the case of teaching Ukrainian in secondary schools

This empirical study focuses on the overall question of how discourse competence, participation in classroom discussion, and language learning are related. The value of discussion method and its application in developing discourse competence of students at the lessons of the Ukrainian language in secondary schools have been substantiated. The author shares the results of development and experimental verification of the strategy enabling the educator to teach schoolchildren to create oral text in discussion replicas in the course of questions and answers. Discussion method has been used to teach schoolchildren to produce oral dialogue according to the rules of grammar and verbal etiquette of the Ukrainian language. At the same time, questions and answers of the schoolchildren reflect their ability to use language for mutual development and expressing opinions. According to the author, language classes are a training platform for the discourse competent speakers who arrange words, phrases and sentences in the oral text being compliant with a topic of the discussion. In this respect, the procedure of assessment of schoolchildren’s questions and answers according to the criteria of discourse competence has been presented in the article. The criteria have been selected in relation to CEFR (Common European Framework of Reference for Languages) and adapted to the specificity of teaching the Ukrainian language at secondary schools.

КОММУНИКАТИВНОЕ ПОВЕДЕНИЕ СОВРЕМЕННОГО РУКОВОДИТЕЛЯ

The positive dynamics in the development of the communicative behavior of the leader is due to extralinguistic factors: the country's transitive economic situation, historical past and post-modern conditions. The analysis of examples of administrative managers’ speeches allowed us to come up with a specific scenario according to which the successful implementation of the communicative functions of the leader takes place. The mandatory components are emotionally colored vocabulary, communication, argumentativeness and consistency of presentation, appeal to experience, the prevalence of genres of "conviction" and "motivation", veiling criticism and censure. Based on the analysis of the documentation, some changes were revealed and the conclusion was made that written communication is giving way to oral dialogue mode in the “head-subordinate” pair. Differences in the communicative behavior of the modern leader from the traditional are given: a team-oriented attitude towards subordinates, the use of progressive vocabulary, focus on cooperativity, the use of compliments and communicative repetitions.