Speech Dialogue Research Articles

КОМПЛЕКС ВПРАВ ДЛЯ НАВЧАННЯ АНГЛОМОВНОГОПРОФЕСІЙНО ОРІЄНТОВАНОГО ДІАЛОГУ-РОЗПИТУВАННЯМАЙБУТНІХ ЛІКАРІВ У ПОЛІНАЦІОНАЛЬНИХ ГРУПАХ

The article considers a complex of exercises for teaching English professional dialogue-questioning to future doctors in international groups, defines the concept of “exercise”, analyses and systematises classifications of exercises for teaching dialogic speech to students majoring in Medicine. It is indicated that the basis for the formation of English professional competence of future doctors is the teaching of dialogue-questioning, since dialogic speech prevails in the everyday communication of medical professionals. It is determined that during the formation of English professional competence it is necessary to follow the sequence of acquisition of language and speech skills. This principle is reflected in the organization and systematization of three stages during designing the complex of exercises, namely the preparatory-orientational stage, the structural-communicative stage, and the final (reflective) stage. It is also established that the context of cultures should be taken into account when designing the complex of exercises for students of international groups, divergences between high-context and low-context students at the levels of cultural, verbal, and nonverbal behaviour can lead to misunderstandings and conflicts while performing English professional dialogic speech tasks. The issue of the context of cultures has led to the designing the corresponding methodology for the complex of exercises during teaching English professional dialogue-questioning to future doctors. It takes into consideration the differences between representatives of high- and low-context cultures. An algorithm for setting tasks for high-context and low-context students has been designed. It provides a more detailed task formulation for representatives of high-context cultures in order to improve understanding of tasks by its representatives and optimize speed and quality of exercise completion. The above-noted methodology also involves placing a handout for high-context cultures after each exercise which specifies the rules of behaviour and communication when performing pair and group tasks in English for professional dialogic speech in order to avoid difficulties during the exercise preparation.Key words: English professional dialogue-questioning, dialogic speech, complex of exercises, future doctor, international group, high-context culture, low-context culture, preparatory-orientational stage, structural-communicative stage, final (reflective) stage.

Development of positive socialization and dialogic speech in older preschoolers

The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.

Identifying and sensing emotional quotient weightage in the outcome using Speech Dialogue

Emotion is a very important part of any interaction whether it is human-human or human- computer interaction as an emotion conveys the essence of the interaction. Decision making is also influenced by the emotional state of a person. If we can capture emotions from a human-computer interaction then it will be very beneficial for the computer to learn from that interaction. It can be efficiently used by an artificial intelligence system to understand and give response accordingly. The method proposed in this paper uses a machine learning based approach to detect emotion from the text obtained from the speech dialogue.

Dialogic speech training units

This article deals with the units of teaching dialogical speech, gives ways of conducting dialogical forms of communication, and their essence. The characteristics of the methodological deductive and inductive approaches are given. There are many examples from dialogical speeches.

Lexicalized usages of the forms of personal pronouns “ya” (“I”) and “ty” (“you”) in Russian speech: to the question of the national specificity of speech in dialogue

Lexicalized usages of the forms of personal pronouns “ya” (“I”) and “ty” (“you”) in Russian speech: to the question of the national specificity of speech in dialogue

The system of means of expressing the strategy of evasion in dialogical unity

The research of the system of linguistic means, which express the strategy of evasion in dialogues within the framework of pragmalinguistics, contributes to a comprehensive study of this phenomenon, meeting the requirements of the nowadays scientific demands. The appeal to this topic is due to insufficient knowledge of the system of linguistic and pragmatic means that realize the strategy of evasion in dialogical speech. The aim of this paper describe the specifics of such language system analyzing some works of G. Ibsen, A. Miller, T. Williams and other well-known modern writers. The paper reveals the specifics of a dialogue as well as the phenomenon of speech influence, whose aim is to convince interlocutors consciously and / or unconsciously to accept someone else's point of view. The authors reveal the realization of the strategy of evasion in the dialogical unity studying some corresponding communicative tactics such as repetitions (including resentment, replay, reproach and overexpression), delay of response and mitigation of categoricity of response. All of them are represented by a great variety of multi-level linguistic means. The identified set of communicative tactics of the evasion strategy makes it possible to understand what communicative actions an addresser can perform to influence the addressee.

Dialogue as an object of training

This article deals with dialogues in teaching a foreign language in the learning process, forms, types of dialogic exercises and their use in the classroom. Dialogue speech is much less developed than monologue, since in the conditions of natural communication it is supplemented by the generality of the situation, the joint experience of the speakers. A speech situation is understood as “a combination of such factors of pre-speech orientation, which are constant in various specific conditions of orientation and which change affects the change in the program or the operational structure of speech action.”

Formation of Italian language speaking competence in students using a manual “L’italiano è facile”

The article proves that foreign language competence in speaking is the most important component of the process of preparing students for intercultural communication and the development of speaking skills is extremely complex and requires the search for modern tools and teaching aids. The main difficulties influencing the formation of Italian language speaking competence in high school students have been identified. Among them: lack of motivation; psychological discomfort; vocabulary deficit; language barrier; fear of expressing one’s own opinion; excessive use of the native language in foreign language lessons. In order to overcome these difficulties, the manual «L’italiano è facile» have been developed, which includes exercises for the development of speaking skills in Italian language lessons in high school students. The manual combines exercises that develop students’ skills of both monologue and dialogic speech. The structure of the manual includes exercises in 6 thematic blocks, as well as lexical applications according to each of the topics: «Viaggio» (Travel), «Cucina» (Kitchen), «Stare bene fisicamente» (Feel healthy), «Shopping» (Shopping), «Educazione» (Education). The article presents a methodical experiment organized to test the effectiveness of the developed system of exercises for the formation of Italian language speaking competence in high school students in the manual «L’italiano è facile». The hypothesis of the experiment has been formulated, its stages have been described, the content and tasks of pre- and post-experimental sections have been analyzed. The results of experimental sections, which confirmed the overall effectiveness of the developed system of exercises, have been presented and interpreted. It is proved that the development of modern interesting teaching aids for learning Italian is a priority for the promotion of this foreign language in Ukraine.

The Role Of The New Educational And Methodological Complex In The Development Of Intercultural Communication In Teaching Uzbek And Kyrgyz As A Foreign Language

The article prevues the subjects of teaching students to speak in the process of studying the Uzbek language , Kyrgyz language as a second foreign language. The scientific and methodological literature and work programs for teaching types of speech activity, including oral , practical exercises, anthology, speech are analyzed. The problems of teaching students to monologic and dialogical speech are analyzed in detail. Methodical recommendations are given for practical application.

Анализ и типология фонетических ошибок в звучащей речи италоговорщих студентов

The relevance of the undertaken research is explained by the fact that phonetic skills and the absence of the phenomenon of errors at this level are important when teaching Russian as a foreign language to Italian speaking students. Researchers M.N. Shutov and I.A. Orekhova paid attention to this importance in their in-depth studies and other scientists. The purpose of this re-search is to analyze and typology of the phenomenon of errors at the phonetic level of Italian speaking students when teaching Russian as a foreign language. We concluded that, in practice, a B1 level student in monologue and dialogical speech, faced with difficulty in placing stress in a word, tries to find an analogue in his native language in consciousness (uses pure interlingual in-terference at the phonetic level) or tries to stress a word (in Russian), taking into account familiar rules (depending on the level of proficiency in Russian as a foreign language).

Распознавание эмоций по характеристикам речевого сигнала (лингвистический, клинический, информационный аспекты)

The paper presents an experimental project of linguists, medical professionals, lawyers, com-puter security specialists dealing with emotions discernment by basic speech signal characteristics. The software has been created, and its first testing has been carried out in the social network VKontakte. The collected recordings of speech fragments of live spontaneous prox-imate-intermediated dialogical speech were analyzed at several levels. First, a complex lin-guistic analysis revealed lexico-semantic and prosodic features of emotionality. Then, a com-parison with the software results was carried out, and the data obtained were systematized. Also, conclusions on the leading role of prosody in revealing hidden types of emotional stress were made. Frequent agreements of digital meanings of prosodic elements in speech segments were found demonstrating emotions not fixed at the lexico-semantic level. Finally, the work-ing formulation for external and internal ways of emotionality expression in the live speech was offered.

ИНТЕЛЛЕКТУАЛЬНЫЙ ПОТЕНЦИАЛ ОБУЧАЮЩИХСЯ ВУЗА: ОСНОВНЫЕ ПУТИ СОВЕРШЕНСТВОВАНИЯ

At this stage of social development, new requirements are imposed on the intellectual development of university students. An individually developed form of teaching and the development of the dialogical component of the educational process has a strong influence on the improvement of intellectual students. Modern society needs a graduate who thinks independently. An individually creative approach makes it possible to launch the mechanism of general self-development. In this work, the task is to consider ways of implementing intellectual students in universities. Various forms of cooperation between a teacher and students are presented, where self-control and a set of rules of behavior are actively improved. The article also includes the features of teaching dialogical speech, the need for the teacher's creativity, the ability to abstract thinking. The special role of personality culture in the process of becoming a modern specialist is presented. The author proposes to focus on tasks of a creative nature, emphasizing the primary role in the development of intellectual students. In the theory of the educational process, one can single out such pedagogical phenomena as self-expression of students, the ability to think independently, conduct dialogical speech, and operate with hypotheses. The possibility of constructing a monitoring system for the intellectual development of students of higher educational institutions is approved. This will make it possible to simultaneously clarify other components of intellectual development.

Формирование коммуникативной компетенции в обучении языку будущей профессии

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

Narrative videogame: types of verbal communication

The present investigation is dedicated to studying different types of communication represented in videogames. The topicality of this research follows from the urgency of all lingual papers in the field of digital studies, on the one hand, and is stressed by the necessity to determine the role of verbal elements in computer games. The work is based on The Talos Principle, one of the most popular videogames of all times (as claimed by a wide number of ratings). The main objective of the paper is to single out the peculiarities of different communication types in the game studied. Thus, it presupposes setting the following tasks: considering the specific features of videogames as a type of human activity, contrasting them with films and literature, analysing the type and the idea of The Talos Principle game, distinguishing its genre and revealing the types of communication presented in it, together with their frequency and their importance for game-playing and its ludonarrative. The script of the game analysed counts over 14 thousand words, the game lasts about 5 hours. Having worked out a new taxonomy of videogames, the author argues that The Talos Principle belongs to narrative games, i.e. those telling a story, and classifies it as a game of mixed type from the point of view of its interactivity. The game story depends on the protagonist’s physical movements and activities, though they only help realise the goal of the game and solve puzzles. As any other game, The Talos Principle offers a gamer a new existence in a world built up by both verbal and non-verbal elements. A conclusion is made as to the equal shares by them and following from the nature of narrative videogames in general. Verbal elements in the game are represented by mono- and dialogical speech excerpts, letters and QR-codes. Non-verbal elements fall into sounds (soundtracks and sound imitation) and images; within the latter dynamic and static elements are singled out. The carried out investigation allows making a conclusion about information significance as a factor influencing the frequency of a certain type of message. Hence, as it is from the archives letters that the gamer gets the most important information for the game progress, this type of ranks first (23%) amongst other types of verbal communication.

Visibility in teaching dialogic speech

This article deals with clarity in teaching dialogical speech. A detailed description of visualizations, forms of their use, development, stimulation are given. The sequence of using the types of visualization with specific work and examples is recommended.

Вивчення розвитку діалогічного мовлення у дошкільників з розладами аутистичного спектру

The article analyzes the research on the diagnosis of speech development among children with autism spectrum disorders. It is taken into account that a comprehensive idea of the state and features of a child's formation speech as a means of communication can be obtained only in the process of a comprehensive examination and analysis of his or her speech activity. It is proved that the majority of diagnostic techniques are not suitable for use in diagnosing of the level of speech and communication development of autistic children. It is noted that to assess the formation of dialogic speech of preschool children with autism, there are very few methodological developments, they are not perfect, and they should be adapted to the characteristics of each child. Diagnosis of the level of development of dialogic communication is to determine the level of formation of actual dialogic skills: the initiation of a communicative act, the ability to support and complete the conversation, coherence and logic of expression, intonation of dialogue; ability to communicate in pairs, groups, teams; ability to address with a request, a message, a demand, a greeting, to meet, to apologize, to thank, to say goodbye, to attract attention; an ability to use non-verbal means of communication; ability to ask questions, to use replica-stamps in speech, knowledge of dialogue etiquette and grammatical correctness. In accordance with the outlined indicators, a selection of diagnostic techniques aimed at determining the state of development of dialogic speech in children with autism spectrum disorders was carried through. The levels of development of dialogic speech in preschoolers with autism spectrum disorders are described: low, medium, sufficient (which was not recorded among the respondent. All children have had echolalia, speech stereotypes, autodialogues recorded, which indicates a lack of understanding of what they are told, misunderstanding of requirements, disability to form answers or reluctance of communication in general. Analysis of the results of the study showed that misunderstanding of speech, of the meaning of nonverbal means of communication by children with autism spectrum disorders and the inability to initiate conversation leads to refusal to interact with other people, and their alienation.

Psyholinguistic image of Elsa (in the film Frozen)

The article considers the peculiarities of creating a psycholinguistic image of a film character belonging to “the Mystic” psychological archetype. The work contributes to the study of a comprehensive system of psycholinguistic images of the mass culture English-language films in XXI century. The paper regards the fantasy film by C. Buck and J. Lee “Frozen” (2013). Dialogic speech of the characters is a universal means to reveal the psychological type of a character. According to the classification of psychological archetypes by V. Schmidt (2007), the queen Elsa belongs to “the Mystic” archetype, with the following distinguishing features. She feels a connection with something supernatural, with something greater than herself. The feature is revealed by metaphors and lexico-semantic groups POWER and STORM to depict Elsa’s magical abilities to create snow and ice. She finds solace in loneliness, which is demonstrated by the lexico-semantic group ISOLATION. She is able to resist when her opinion is manipulated, which we see in the confrontational style of communication with the antagonist Prince Hans. Neither the idea of marriage nor material possessions interest her. Elsa’s family is her sister Anna, which is depicted by frequent appellatives “Anna”, pronouns of the second person singular to define Anna and the lexico-semantic group CARE. She tries to keep the peace in the relationship at any cost, thus frequenting the token “please” and requesting speech acts in her speech and using the verbal tactics to avoid conflict. She tries to overcome her fears but sometimes she fails, which is disclosed by exclamatory sentences in combination with the tokens of the group ANXIETY to express fear, sorrow and anxiety. Frequent use of the first-person singular pronoun demonstrates her concentration on herself, her feelings and emotions. She needs a place to escape from reality, which is depicted by metaphors and tokens of the group ESCAPE. She is rarely in a hurry, thus her shorter than Anna’s sentences and lower speech rate. Others see her as either weird or dangerous, bringing Elsa to hide her abilities, which is displayed by the lexico-semantic group CONCEAL.

ДИАЛОГИЧЕСКАЯ РЕЧЬ: ПРОБЛЕМЫ ФОРМИРОВАНИЯ В УСЛОВИЯХ ИНДИВИДУАЛЬНОГО ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ

Our research presents the results of experimental work of dialogical speech mastering during individual English lessons. After years of studying English language in a secondary school many students have various difficulties, both linguistic and psychological during communicating with native speakers. With the help of individual lessons, it is easier for teachers to adjust the learning process and fill in the gaps in the student’s communicative competence. One of the main conditions for organizing a dialogue is creating an atmosphere of trust and benevolence, freedom and mutual understanding. In addition to the traditional methods, rolebased communication, BYOD technology and a set of dialogized exercises for audio and video materials were used during one-to-one classes. The control test showed that students of the experimental group have a higher level of proficiency in dialogue skills.

Классификация текстовых единиц с семантикой обращений в системе русского языка

We consider the main qualification features of text units with the semantics of reference to participants in the communicative Russian speech space, taking into account lexical and gram-matical ways of expression. This allows us to determine their differential features and classifica-tion types, reflecting the dynamics in the formation of references in the system of the modern Russian language. We pay special attention to references of different forms, which not only represent the speaker’s attitude to the object of speech, characterize it, but also enhance imagery and emotionality, give us an idea of the author as a linguistic person. We emphasize that conversion should be considered a linguistic universal. It serves the organization and regulation of communication relations. The choice of a particular form of reference reflects the attitude towards the interlocutor, conditioned by a variety of factors. That is why conversion is a socially important component of dialogical speech. We determine the main parameters of the semantic, grammatical and functional features of references based on the materials of linguistic research, as well as the prospects for scientific research in this direction. A survey is conducted on the use of certain forms of references strangers among students of the Derzhavin Tambov State University. Questions related to their perception of the most frequent references in the modern Russian language are proposed. We establish that in modern Russian there is a problem when references a stranger.

МІЖМОВНА ІНТЕРФЕРЕНЦІЯ НЕСПОРІДНЕНИХ МОВ: ІСПАНСЬКА Й АНГЛІЙСЬКА МОВИ

The article is devoted to the description of interlingual interference in Spanish-speaking countries on the example of the phenomenon of “Spanglish”. The article outlines the content of language interference and bilingualism. The definition of the term “language interference” is given. The concept of Spanglish is specified and the main characteristics of the studied phenomenon are presented. The causes, content, and consequences of the formation of the “Spanglish” phenomenon are singled out. The main models of functioning of the phenomenon on the material of dialogic speech of Spanish and English-speaking students, Internet resources, literary and film works are revealed. The geographical areas most prone to the formation, spread and popularization of the phenomenon of “Spanglish” are outlined. In the end of the research we came to the conclusion that because translation is an integral part of intercultural communication, interference in this case is the result of bilingualism (or multilingualism) of the translator with a subsequent impact on the translation process – often negative. The problem of interference is considered in the framework of language contacts, when a person who speaks two languages violates the rules of correlation of these languages. Languages interact with each other, resulting not only in the borrowing of language units, but also the convergence of languages as a whole. We figured out that the main reason and condition for the manifestation of interference is bilingualism/multilingualism and linguistic contact. The place of manifestation of interference is the bilingual himself or the person who performs the translation, when he tries to compensate some linguistic units with units from another language, which can involuntarily lead to literalism, accent and distortion of the meaning of the original text. We found out what are the methods of overcoming unwanted interference, as well as what a teacher can do at school or university to prevent the introduction of signs of speech interference in students’ speech.