Type Of Dialogue Research Articles

Stychomytia w oczach scholiastów. Charakterystyka i analiza komentarzy do wersów 414-420 eurypidesowego "Orestesa"

The purpose of this article is to compile and discuss the scholia for a specific form of dialogue used in ancient drama, which is the stichomytia. The paper will use the example of the stichomytia from Euripides’ Orestes to discuss the nature of this type of dialogue and the issues the scholiasts raised in this context. The authors present translations of the scholia and discuss the nature of the scholiasts’ commentaries, many of which are paraphrases of the text of the drama.

Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type

This study contributes to growing scholarly interest in teacher-led, school-based learning communities and the characteristics of teacher dialogue and social interaction that support professional learning in these settings. Based on existing conceptual distinctions proposed in the literature, we term this type of teacher dialogue “collaborative inquiry into practice” (CLIP) and propose a systematic and reliable tool to measure it. We then employ a quantitative, comparative research design to study how different teacher team activities (i.e., video-analysis, peer consultations, and pedagogical planning) shape the extent to which teachers engage in CLIP. Fifty-four transcribed teacher meeting excerpts were analyzed with the CLIP coding scheme, assessing different aspects of inquiry-based reasoning, participation, and content. Quantitative comparisons and illustrative examples show that CLIP was lowest during peer consultations, in part because teachers were often not positioned as agents of change in such conversations. Pedagogical planning activities featured more instances of inquiry into each other's ideas. Contrary to common assumptions, collaborative video analysis activities were not characterized by increased attention to student thinking or inquiry orientation. Our findings provide new insights into teacher-led, collaborative learning in on-the-job settings, as well as practical implications for the design of school-based professional learning communities.

Epistemological Analysis of the Negotiation Process

The article examines negotiations as dialogues concerning conflicting interests among participants. It argues that negotiations represent the primary and most socially significant type of dialogue. This is evidenced by the disproportionate volume of research dedicated to negotiations compared to other forms of dialogue, as well as the multidisciplinary approach to their study. The purpose of the article is to investigate negotiations through the lens of epistemology, one of the disciplines involved in their analysis. The author contends that negotiations are epistemological processes governed by epistemological principles. To elucidate these principles, the article explicates key categories serving as research instruments, primarily focusing on the concepts of “negotiation” and “interest.” The relationship between “interest” and related concepts such as “desire,” “need,” and “benefit” is explored. There are two types of dialogue: those concerning the veracity of descriptions and those focused on the rationality of prescriptions. The article elucidates the distinct nature of negotiations as dialogues about prescriptions. The article also underscores the importance of the categories of “research” and “communication” in understanding the nature of negotiations. Since negotiations are fundamentally a form of communication, the examination of conflicting interests and the search for solutions to these conflicts do not fall within the negotiation process itself. These tasks are addressed prior to negotiations, during the research phase. The purpose of negotiations is to discuss and either accept or reject the outcomes of these preliminary investigations, particularly pre-drafted agreements on resolving conflicts of interest. Based on this framework, the article explores the epistemological mechanisms underlying negotiations related to the division, consolidation, and exchange of benefits. Additionally, the Harvard Negotiation Program, which seeks to transform negotiations from a confrontation of positions into a collaborative search for a shared solution, is subjected to epistemological analysis. The role of empathy in facilitating this transformation is also discussed. In conclusion, it is argued that an epistemological analysis of negotiations not only deepens our understanding of their nature as a distinct form of communication but also offers tools for enhancing negotiation practices, promoting the resolution of conflicts of divergent interests in various social conflicts without resorting to physical confrontation.

Interreligious Dialogue: the Actual Meaning, Typology and Features of the Post-Soviet Space

The article presents the authors’ thoughts on the reasons for the growing role of the religious factor in modern international relations, and the risks associated with the politicization of religions. It is concluded that religious diversity and at the same time the commonality of basic values directly correlate with the emerging multipolarity of the modern world. It is noted that against the backdrop of the crisis of the Western liberal order and neoliberal ideology, religion and its institutions have become symbols of new fundamentalism, that is, an ideology that calls for a return to the foundations of faith and one’s worldview and culture. The growing role of religion as an institution of civil society and the need to make this institution stronger, to integrate it into civil society and into the system of patriotic education are noted. A classification of types of interreligious dialogue (polemical, cognitive, peacemaking, partnership) and levels of interreligious dialogue (high, medium, low) is presented. The specifics of interreligious dialogue in the post-Soviet space and the features of post-Soviet religious and political identity, the new attitude of political authorities to the institutions of faith are determined: the desire to integrate them into the social structure of society and into social policy. A brief description of interreligious dialogue in the USSR and in the post-Soviet period is given. The prospects for the development of ethno-confessional relations in the post-Soviet space are considered. Recommendations are given for the development of interreligious dialogue at the present stage.

The development of mathematical argumentation: A case study on two mathematics classrooms

Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8<sup>th</sup> grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material–a worksheet including skill-based questions–is used in the classrooms. During analyzing, qualified argumentation pattern–a pattern including students’ claims and justifications/evaluations for those claims- is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms’ argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

Welcome to fuckin' Letterkenny: Conceptualizing a modern Progymnasmata

AbstractCrave TV's niche hit Letterkenny is packed with exercises in wordplay and examinations of semantics that serve various functions in its presentation of life in small‐town Canada. This article examines how the progymnasmata of classical rhetorical education and the linguistic comedy bits in Letterkenny serve a similar role in preparing their users (and viewers) to both engage in a specific type of dialogue and establish and enforce moral boundaries as are accepted in the society in which they live and participate, and how fan circulation of these language memes reflects the transference of those morals to the culture.

Engaged dialogue through data: For methodological pluralism in critical urban studies

This commentary builds on Loretta Lees’ concept of engaged dialogue in critical urban studies to argue for more engaged dialogue through data. This type of dialogue would entail building critical theory from a more diverse and nuanced base of information, using mixed or plural methodologies. It could mean communicating with, about and through data with public-facing tools that incorporate participatory elements through the user interface. It would also require ongoing critical interpretation of the politics and political economy of urban data.

Personality prediction from task-oriented and open-domain human–machine dialogues

If a dialogue system can predict the personality of a user from dialogue, it will enable the system to adapt to the user’s personality, leading to better task success and user satisfaction. In a recent study, personality prediction was performed using the Myers–Briggs Type Indicator (MBTI) personality traits with a task-oriented human–machine dialogue using an end-to-end (neural-based) system. However, it is still not clear whether such prediction is generally possible for other types of systems and user personality traits. To clarify this, we recruited 378 participants, asked them to fill out four personality questionnaires covering 25 personality traits, and had them perform three rounds of human–machine dialogue with a pipeline task-oriented dialogue system or an end-to-end task-oriented dialogue system. We also had another 186 participants do the same with an open-domain dialogue system. We then constructed BERT-based models to predict the personality traits of the participants from the dialogues. The results showed that prediction accuracy was generally better with open-domain dialogue than with task-oriented dialogue, although Extraversion (one of the Big Five personality traits) could be predicted equally well for both open-domain dialogue and pipeline task-oriented dialogue. We also examined the effect of utilizing different types of dialogue on personality prediction by conducting a cross-comparison of the models trained from the task-oriented and open-domain dialogues. As a result, we clarified that the open-domain dialogue cannot be used to predict personality traits from task-oriented dialogue, and vice versa. We further analyzed the effects of system utterances, task performance, and the round of dialogue with regard to the prediction accuracy.

Language wealth of primary school students, its tasks

When learners engage in spoken communication, they use language first. Mutual speech cooperation of two (or more) communicants based on dialogue based on the exchange of ideas, increasing consistency in finding a solution to a specific problem. An indepth study of the owners of any form of speech activity and their communicative and pragmatic features is an important gain. The growth of a person and his place in society is directly related to speech communication. The article talks about speech communication and its importance, functions of language, types of dialogue in dialogic speech.

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

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

L1 어린이의 탐험 욕구와 L2 성인의 알고자 하는 욕구에 관한 언어 발달 비교 연구

The purpose of this paper is to observe how L2 adult learners get close to L1 children in their language development in terms of attachment, curiosity and mediation. Five high-intermediate English major college students were engaged and instructed to understand the concepts of attachment and mediation. After this, they were provided with seven types of English material, consisting of four different language-focused materials (dialogue, situation-based explanation, deep cultural words, and conventional words) and three different content-based materials (advice, humor, and impression). The participants were supposed to collect preferred language items in each type and write reasons spicking the items. They also reported their preference in order among the seven types of material. They were evaluated on whether their preferred language items would function as mediation or as a goal to learn English. The results showed that the humor type of language was the best to function as mediation, followed by the impression type. The dialogue type was the worst. However, the participants’ reports were the opposite. Most of them chose situationbased explanations as the best. The participants tended to show that content-based material was not appropriate for learning English. Mediation was not considered a key factor in learning a language.

Towards developing an atmospheric space for inter-religious dialogue in Africa

The practice of religions and spirituality is common in Africa. In many ways, religion may be considered as a routine of life, living and practising it either as inherited or borrowed. Religious pluralism is a reality in Africa, dating back to the 1st century up to the 19th century when Africa became a bedrock of traders and colonisers both from Europe and Asia. The paper explores plural religiosity with a view to developing a conducive atmosphere that may promote a suitable inter-religious dialogue in Africa. Largely, the most pronounced and practised religions are Christianity symbolised by the cross, Islam symbolised by the crescent, and African indigenous religion that does not have a common symbol nor sacred scriptures. We note that, for generations, religions have caused division among communities, but have in the recent years developed the quest to create good relations and dialogue with each other. Because of the diverse nature of insecurity in Africa, it is hoped that inter-religious dialogue may cause community cohesion, integration, inclusivity, and co-existence. In the wake of different types of inter-religious dialogue that are globally being researched, this paper suggests a specific inter-religious dialogue that Africans can exercise: ‘dialogue for life’.Contribution: Inter-religious dialogue for life is contextual in that, it touches upon the life situations of ordinary people in society. The author argues that, by embracing it religiously, inter-religious dialogue for life shall address crucial issues such as poverty, radicalisation, terrorism, climate change, bad governance, and human trafficking that adversely affect African society.

NON-TRADITIONAL METHODS OF COMMUNICATIVE-ORIENTED TRAINING OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF THE USA

The article deals with non-traditional methods of communicative-oriented teaching of future foreign language teachers in higher education institutions of the USA aimed at developing the ability to adequately express thoughts in a particular language. The main principle of communicative teaching is language activity. Participants in communication should learn to solve real and conditional tasks of joint activity with the help of a foreign language. In this case, learning takes place through activities, which are realized with the help of methodological techniques and exercises. Examples of non-traditional methods of communication in foreign classes at higher education institutions in the USA include the following types of tasks: communication games; communicative stimulations in role-plays and problem-solving; free communication (socialization). The purpose of communicative tasks is to encourage students to solve new communication problems with the help of language tools learned on the basis of the original polylogues. Particular attention is paid to the three-part form of performing communicative-oriented tasks (three-phase frame-work), which are performed in three stages: preparatory (pre-activity); executive (while-activity); final (post-activity). It is noted that an important role in the implementation of non-traditional methods is played by the informative competence of students, which includes: information "frames"; formed knowledge (schemata); language representation of the world in its foreign language form; background knowledge; general knowledge. It is established that special attention should be paid to communicative skills when using non-traditional methods of communication for future teachers in foreign classes at higher education institutions in the USA. The article analyzes students' communication skills, which are divided into the following blocks: 1. Requirements for learning to speak. Fields of communication and topics (ability to communicate with peers). 2. Dialogic speech (different types of dialogues, questioning, exchange of opinions, information, etc.) 3. Monologue speech (statements, retelling of what has been heard, seen or read, etc.) Each of the three blocks involves the development of certain communication skills. The authors have considered several examples of non-traditional methods of communicative-oriented teaching of future foreign teachers in higher education institutions of the USA, namely: "sketch", "role play", "round table", "discussion".

Timing co‐creation: A reward‐based crowdfunding perspective

AbstractReward‐based crowdfunding provides a rich arena for co‐creation, where different types of dialogues between backers and project initiators aid crowdfunding performance. Nevertheless, research on how backers' co‐creation, in the form of comments, influences crowdfunding performance is still scarce. Based on signaling theory, this research investigates the impact of backers' specific co‐creation comments (we coded comments for co‐ideation, co‐evaluation, and co‐design) on crowdfunding performance. The present study also examines whether the timing of posting co‐creation comments influences associated performance benefits. We used a panel dataset of 446 reward‐based crowdfunding projects with 7254 observation days. The results show that backers' co‐ideation and co‐evaluation activity leads to a higher funding amount. Furthermore, the impact of co‐ideation is higher for comments made early in the project's lifecycle, while the effect of co‐design is wholly contingent on the time of commenting, with early co‐design comments contributing negatively to crowdfunding performance.

Linguistic and Stylistic Features of the Dialogue in the Early Novels of M. Vargas Llosa

The article analyzes the poetics of dialogue in the so-called «first-style» novels of M. Vargas Llosa: «The Time of the Hero» (1963), «The Green House» (1966) and «Conversation in The Cathedral» (1969). The study of the linguo-stylistic specifics of dialogues in Latin American texts is especially relevant, because it is in the poetics of the total novel during the Latin American boom that dialogue is the key technique. The methodology of the study is based on the works of B.C. Prado, A.N. Veselovsky and V.V. Vinogradov, in particular, the method of classifying dialogues in fiction of the 20th century. There are three types of dialogues that can be distinguished in the early novels of M. Vargas Llosa: traditional dialogue, monologized dialogue and dialogized monologue. It turns out that the traditional dialogue is characterized by the division of replicas into lines and the sequence of the dialogue without nonchronological fragments and introspection. The monologized dialogue is written in a line: it is based on the principle of repetition / parallelism and is characterized by rhythmicity. The dialogized monologue is a combined type of two dialogues, which are external (extradiegetic) and internal (intradiegetic). At the external level, two actants report information about an event, whereas at the internal level, the event itself is updated. As a result, we conclude that in the novel «The Time of the Hero» the three types of dialogues are at an early stage of their development, «The Green House» turns out to be a novel in which all three types of dialogue are smoothly and harmoniously combined, and in «Conversation in The Cathedral» the dialogized monologue becomes structure-forming and dominant technique.

Surface and Contextual Linguistic Cues in Dialog Act Classification: A Cognitive Science View.

What role do linguistic cues on a surface and contextual level have in identifying the intention behind an utterance? Drawing on the wealth of studies and corpora from the computational task of dialog act classification, we studied this question from a cognitive science perspective. We first reviewed the role of linguistic cues in dialog act classification studies that evaluated model performance on three of the most commonly used English dialog act corpora. Findings show that frequency-based, machine learning, and deep learning methods all yield similar performance. Classification accuracies, moreover, generally do not explain which specific cues yield high performance. Using a cognitive science approach, in two analyses, we systematically investigated the role of cues in the surface structure of the utterance and cues of the surrounding context individually and combined. By comparing the explained variance, rather than the prediction accuracy of these cues in a logistic regression model, we found that (1) while surface and contextual linguistic cues can complement each other, surface linguistic cues form the backbone in human dialog act identification, (2) with word frequency statistics being particularly important for the dialog act, and (3) the similar trends across corpora, despite differences in the type of dialog, corpus setup, and dialog act tagset. The importance of surface linguistic cues in dialog act classification sheds light on how both computers and humans take advantage of these cues in speech act recognition.

ИНТЕРНЕТ-КОММЕНТАРИЙ КАК ДИАЛОГИЧЕСКИЙ СЕТЕВОЙ ЖАНР

The article is devoted to the relevant problems of modern communicative linguistics and network genre studies. A comparative analysis of dialogic communication in live speech with dialogic communication on the Internet (within the framework of information and commentary blocks) was carried out according to the following criteria: 1) pragmatic coordinates of communication; 2) the type of dialogue according to the nature of the addressee; 3) the main factors influencing the organization of dialogic structures; 4) thematic specificity of the dialogues. Online comments is characterized as a response Internet genre, the texts of which are thematically, structurally-semantically and pragmatically closely related to the original (root) message (post) and form a kind of dialogic unity with it. The studied network genre meets the urgent need of Internet users for feedback and is a time-demanded media embodiment of the addressee factor. This genre is intended primarily to express the point of view of the addressee and various modal meanings of the sphere associated with the addressee: agreement or disagreement, approval or disapproval, various cognitive-modal assessments and qualifications.

Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools

There is a large literature on the types of classroom dialogue that are theorised to be productive for learning; however, there is very little evidence for whether these forms of dialogue are more common, applicable or impactful in certain subjects. This mixed-methods study explored how dialogue unfolds in different curriculum contexts. Classroom dialogue was examined through naturalistic observations of English, mathematics and science lessons involving children aged 10–11 in primary schools in England. The Cambridge Dialogue Analysis Scheme (Vrikki, Wheatley, Howe, Hennessy, & Mercer, 2019) was used to investigate the frequency of key dialogue features in 72 lessons. Statistical analysis identified that reasoned dialogue is more frequent in mathematics and both English and mathematics have a proclivity towards more elaborated dialogue (clarifying/building on ideas) in comparison to science. Furthermore, relationships between student attainment and subject dialogues were examined in 63 lessons through multi-level modelling, revealing that elaboration of own and others' ideas (in conjunction with reference to the wider context) in English was associated with student attainment in reading and spelling, punctuation and grammar. No other significant associations between subject dialogues and student attainment emerged. The findings have highlighted that teacher professional development on dialogue should be sensitive to the disciplinary context.

A text messaging intervention to support the mental health of young adults: User engagement and feedback from a field trial of an intervention prototype

BackgroundYoung adults have high rates of mental health conditions, but most do not want or cannot access treatment. By leveraging a medium that young adults routinely use, text messaging programs have potential to keep young adults engaged with content supporting self-management of mental health issues and can be delivered inexpensively at scale. We designed an intervention that imparts strategies for self-managing mental health symptoms through interactive text messaging dialogues and engages users through novelty and variety in strategies (from cognitive behavioral therapy, acceptance and commitment therapy, and positive psychology) and styles of interaction (e.g., prompts, peer stories, writing tasks). MethodsThe aim of this mixed-methods study was to pilot 1- and 2-week versions of an interactive text messaging intervention among young adults (ages 18–25), and to obtain feedback to guide intervention refinements. Young adults were recruited via a mental health advocacy website and snowball sampling at a North American University. We used Wizard-of-Oz methods in which study staff sent messages based on a detailed script. Transcripts of interviews were subject to qualitative analysis to identify aspects of the program that need improvements, and to gather participant perspectives on possible solutions. ResultsForty-eight individuals ages 18–25 participated in the study (mean age: 22.0). 85 % responded to the program at least once. Among those who ever responded, they replied to messages on 85 % of days, and with engagement sustained over the study period. Participants endorsed the convenience of text messaging, the types of interactive dialogues, and the variety of content. They also identified needed improvements to message volume, scheduling, and content. ConclusionsYoung adults showed high levels of engagement and satisfaction with a texting program supporting mental health self-management. The program may be improved through refining personalization, timing, and message volume, and extending content to support use over a longer timeframe. If shown to be effective in randomized trials, this program has potential to help address a substantial treatment gap in young adults' mental health.

Specifics of the new paradigm of higher education in the context of its digitalization

Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.