Verbal Context Research Articles

Context Effect and its Strategies to Clarify the Meaning of Unfamiliar Words

This paper examines the effect of context (verbal context or text of situation) to clarify the meaning of an unfamiliar words, by induction the Prophet’s traditions, which include unfamiliar words in the study's corps. Moreover, the article explains the context strategies to reach its effect. The context has varied aspects to clarify the meaning: it is either preference one meaning over another, or preference a formula over another, or clarification general meaning of a word (The semantic field), or clarification an exact meaning by various strategies: the selection restrictions, the simile, and the antonymy. The paper concludes that the context has a limited effect to clarify the meanings of unfamiliar words, especially if it is incomplete, when many of its elements of situation are absent, due to narration. Rather, the context may be a cause of ambiguity when it gives some expressions ambiguous meanings and takes off their known lexical meanings. Keywords: Unfamiliar words, Context, Semantics, Significance of context.

Influence of affective verbal context on emotional facial expression perception of social anxiety

Previous studies have shown that the perception of ambiguous facial expressions for individuals with social anxiety was influenced by the affective verbal context. However, it is still unknown how emotional facial expressions are perceived by individuals with social anxiety in the context of the verbal context. In this study, we used event-related potentials (ERPs) technology to examine how individuals with social anxiety perceive emotional facial expressions in positive and negative contexts. The results showed that: (1) Within the negative verbal contexts, the amplitude of P1 induced by facial expressions in the social anxiety group was significantly higher than that induced by the healthy control group; The N170 amplitude induced by facial expressions in social anxiety group was less negative than that in the healthy control group, and was not affected by the context. (2) The social anxiety group had significantly higher LPP in negative contexts elicited by angry expressions than by happy expressions. This study proved that the perception of emotional facial expressions was influenced by top-down information in the early and late stages of visual perception for individuals with social anxiety.

I. A. 리처즈와 의사소통의 문제

I.A. Richards’ deep interest in the communicative function of language and poetry is manifest from his early scholarly career to the last. For Richards, poetry itself is a mode of communication. Since he argues that there is no difference in kind between aesthetic experience and everyday common experience, what matters in poetry is the communication of complex impulses from poet to reader placed in common linguistic situations and efficacy. Interpretation and understanding of the attributes of a language are prerequisite and inevitable for a fulfilled communication and communion of men. His “close reading” is a speculative instrument to read with and to think with. Richards applies his view of a poetic language to his philosophy of the “new” rhetoric. His new or improved rhetoric aims to remedy misunderstandings in communication, mainly due to misinterpretation of ambiguous meanings and verbal contexts and purposes. Metaphoricity is the very source of a language. Rhetoric in Richards shifts its focus from speaker to audience, and an effective communication requires from both the speaker and the listener Confucian sincerity in authentic feelings and intents. By enlarging and idealizing his rhetorical functions to the extent of self-development and self-completion by means of verbal communication, Richards unfortunately disregards the ideological dynamics of language and social beliefs, already and always superimposed on the speaking subject. His contextual theory of meaning is still stinted by his empirical positivism and psychologism. However, Richards unites poetics and rhetoric in his theory of communication and comprehension.

Perception of speaker sincerity in complex social interactions by cochlear implant users.

Understanding insincere language (sarcasm and teasing) is a fundamental part of communication and crucial for maintaining social relationships. This can be a challenging task for cochlear implant (CIs) users who receive degraded suprasegmental information important for perceiving a speaker’s attitude. We measured the perception of speaker sincerity (literal positive, literal negative, sarcasm, and teasing) in 16 adults with CIs using an established video inventory. Participants were presented with audio-only and audio-visual social interactions between two people with and without supporting verbal context. They were instructed to describe the content of the conversation and answer whether the speakers meant what they said. Results showed that subjects could not always identify speaker sincerity, even when the content of the conversation was perfectly understood. This deficit was greater for perceiving insincere relative to sincere utterances. Performance improved when additional visual cues or verbal context cues were provided. Subjects who were better at perceiving the content of the interactions in the audio-only condition benefited more from having additional visual cues for judging the speaker’s sincerity, suggesting that the two modalities compete for cognitive recourses. Perception of content also did not correlate with perception of speaker sincerity, suggesting that what was said vs. how it was said were perceived using unrelated segmental versus suprasegmental cues. Our results further showed that subjects who had access to lower-order resolved harmonic information provided by hearing aids in the contralateral ear identified speaker sincerity better than those who used implants alone. These results suggest that measuring speech recognition alone in CI users does not fully describe the outcome. Our findings stress the importance of measuring social communication functions in people with CIs.

Investigating the Distractors to Explain DIF Effects Across Gender in Large-Scale Tests With Non-Linear Logistic Regression Models

The purpose of this study is to examine the distractors of items that exhibit differential item functioning (DIF) across gender to explain the possible sources of DIF in the context of large-scale tests. To this end, two non-linear logistic regression (NLR) models-based DIF methods (three parameters, 3PL-NLR and four-parameter, 4PL-NLR) were first used to detect DIF items, and the Mantel-Haenszel Delta (MH-Delta) DIF method was used to calculate the DIF effect size for each DIF item. Then, the multinomial log-linear regression (MLR) model and 2-PL nested logit model (2PL-NLM) were applied to items exhibiting DIF with moderate and large DIF effect sizes. The ultimate goals are (a) to examine behaviors of distractors across gender and (b) to investigate if distractors have any impact on DIF effects. DIF results of the Art Section of the General Aptitude Test (GAT-ART) based on both 3PL-NLR and 4PL-NLR methods indicate that only 10 DIF items had moderate to large DIF effects sizes. According to MLR differential distractor functioning (DDF) results, all items exhibited DDF across gender except for one item. An interesting finding of this study is that DIF items related to the verbal analogy and context analysis were in favor of female students, while all DIF items related to the reading comprehension subdomain were in favor of male students, which may signal the existence of content specific DIF or true ability difference across gender. DDF results show that distractors have a significant effect on DIF results. Therefore, DDF analysis is suggested along with DIF analysis since it signals the possible causes of DIF.

GRAPHIC SYMBOLISM AND VERBAL CONTEXT (BASED ON GERMAN SPECIALIZED TEXTS OF THE 17th–18th CENTURIES)

Modern linguistic analysis of speech works has to take into account the multi-channel functioning of human communication. German written specialized texts of the Enlightenment (17th to 18th centuries) are characterized by the authors’ desire for a visual representation of knowledge. Therefore, the study of visual components andtheir role in the transfer of special knowledge and techniques for practical actions, is becoming relevant and of great importance. The material of the study was three texts on agriculture: Stratagema Oeconomicum, Oder Akker-Student by S.Gubertus; HausFeld-Artzey-Koch-Kunst- und Wunder-Buch by I.Thieme; and Oeconomus Prudens et Legalis, oder Allgemeiner Klug- und Rechts-verständiger Haus-Vatter by F.Florin. The purpose of the study is to provide a linguistic analysis of the ways in which graphic/visual components are integrated into a verbal context. In the course of the study, visual components of the books’ title pages were identified and described, and ways of introducing graphic and visual elements into the text were analyzed. The graphic elements are integrated either directly into the text or through various schemes and drawings with a title and description. The most illustrative way of conveying special knowledge in the practical field of activity is a combination of graphic symbols and a visual image of an object with a verbal explanation of the object’s structure. The integration of visual representation into the verbal context in conjunction with other components of the message makes it possible to fully and adequately explain the structure and functional purpose of the object.

THE MULTIMODAL СONTENT OF THE FIRST GERMAN LANGUAGE TEACHING MANUALS

The information explosion caused by the invention of printing in the middle of the 15th century, the Reformation and Luther’s activities led to the elevation of the German language to the level of “high” languages in which it was possible to teach in German schools in addition to the three sacred languages. For the first time, the German language became not only an object of description, but also an object of instruction in German schools, where, along with the abacus and the basics of the Law of God, they taught reading and writing in their native German. There is a need not only for linguistic comprehension of the German language, but also for its introduction into teaching. The communicative practices presented in the first literacy manuals in German reflect a multimodal process carried out through three main information channels — verbal, prosodic and visual. The article describes the formation of the process of integrating verbal information, focused primarily on the teacher, with prosodic (syllabification, onomatopoeia and sound production, etc.) and non-verbal, visual, information contained in tables, graphics and pictures (taking into account gestures, facial expressions, etc.), designed for the student. The objectives of the article are to describe the functional interaction and the invasive potential of verbal, visual, sound and graphic signs in the process of communication when teaching literacy in German. The content of the analyzed literacy manuals of the 16th–17th centuries, compiled by Valentin Ikelzamer, Fabian Frank, Peter Jordan, Ortolph Fuchsberger, etc., demonstrates the dynamics of the development of this type of text from monomodal verbal manuals, through the inclusion of tables and diagrams in the verbal text to the integrative embedding of a picture (image) in a verbal context and the “centric” inclusion of a staged image, in which the leading role is given to the image, and the verbal part acts as an explanation.

A New Methodology for the Analysis of Visuals in Legal Works

The goal of this Article is to introduce a comprehensive methodology for the analysis of visuals used for communication in legal works, by which I mean transactional and litigation documents, legal instruments, primary and secondary sources of law, and legal informational materials. To date, the scholarship on visuals in legal communications has been heavily descriptive, with some forays into the ethical and practical considerations of the use of “visualized” legal works. No one has yet devised a comprehensive analytical methodology that draws upon the disciplines of visual literacy, visual cultural studies, visual rhetoric, and mise en scène analysis to evaluate the strengths and weaknesses of actual examples of highly visual legal documents and critique their efficacy and propriety in a variety of legal settings. This Article will fill that gap in the literature. The new methodology evaluates the following aspects of visual legal works: • Immediate Visual Context - Analysis of Meaning -Taxonomy of Purpose and Function • Immediate Verbal Context • Visual Cultural Context • Mise en Scène and the Rhetorical Topic of Arrangement • Visual Rhetoric and the Ethical and Professional Propriety of the Work. Lawyers, judges, and law students typically do not receive training in visual literacy regarding the reading and interpretation of visual images, and much less so in the design principles required to create the most effective visuals for legal communications and legal instruments, such as contracts. This condition persists in spite of the fact that visual images can communicate across language and cultural barriers, taking advantage of the enormous speed and power of visual communication. In equal measure, knowledge and understanding of these principles will enable lawyers to design and use effective visuals, and to challenge or respond to the visual legal communications proffered by their opponents in litigation or negotiation, or their counterparts in a transaction. My intent in this Article and the methodology it presents is to examine visual elements as visuals, not as a translation or alternative form of verbal communication. The approach of trying to translate visual works into verbal arguments or verbal elements of legal reasoning limits the scope and the effectiveness of the visual works, because communication through visuals employs a separate visual language, and not in a literal or verbal sense. The methodology proposed in this Article is a set of tools that can help verbally oriented law-trained writers to become better readers, evaluators, and creators of

Abstract Action Language Processing in Eleven-Year-Old Children: Influence of Upper Limb Movement on Sentence Comprehension.

Regarding the embodiment of language processing in adults, there is evidence of a close connection between sensorimotor brain areas and brain areas relevant to the processing of action verbs. This thesis is hotly debated and has therefore been thoroughly studied in adults. However, there are still questions concerning its development in children. The present study deals with the processing of action verbs in concrete and abstract sentences in 60 eleven-year-olds using a decision time paradigm. Sixty-five children mirrored arm movements or sat still and rated the semantic plausibility of sentences. The data of the current study suggest that eleven-year-olds are likely to misunderstand the meaning of action verbs in abstract contexts. Their decision times were faster and their error rates for action verbs in concrete sentences were lower. However, the gender of the children had a significant influence on the decision time and the number of errors, especially when processing abstract sentences. Females were more likely to benefit from an arm movement before the decision, while males were better if they sat still beforehand. Overall, children made quite a few errors when assessing the plausibility of sentences, but the female participants more often gave plausibility assessments that deviated from our expectations, especially when processing abstract sentences. It can be assumed that the embodiment of language processing plays some role in 11-year-old children, but is not yet as mature as it is in adults. Especially with regard to the processing of abstract language, the embodied system still has to change and mature in the course of child development.

The Roaring Streets: Dickensian London in the Pages of Virginia Woolf

Virginia Woolf was a keen preserver of some Victorian values, and among these the art of Charles Dickens, with his representation of London, its voices, sounds, music and noises. Dickens’s Little Dorrit and its closing sentence opens up my critical track by suggesting that Woolf’s reconstruction of the past must give to Victorian sounds a role that is neither ancillary nor merely impressionistic. This article focuses on Woolf’s portrayal of Victorian urban life in her fiction, especially in The Years (1937), where London sounds are everywhere present and deployed to create the polyphony—an exciting cacophony in modernist terms—of the great city. In Woolf’s fiction sounds are meant to convey symbolic meanings, to bring myth to the foreground, while also adding to the realism of the text. Sounds function like the many voices of an organ—the baroque instrument par excellence—suggesting at once order and chaos, norm and transgression: they frame representation and yet also break the frame by directly affecting the reader. This effect of discordia concors as acoustic experience is implemented within the verbal context, emphasizing the dialogic relationship between the source of sound, its reception, and the performative function sounds obtain within the texture of The Years.

Verbal, visual, and verbal-visual puns in translation: cognitive multimodal analysis

This paper presents results of cognitive multimodal analysis of English to Ukrainian and English to Russian translations of verbal, visual and verbal-visual puns found in the American animated tragicomedy sitcom “BoJack Horseman”. We have found that translation of verbal puns presupposes overcoming constraints caused by linguacultural specificity of the pun-producing source-text linguistic expressions (idioms and/or allusions). Translation of visual puns entails constructing an illuminating verbal context, which facilitates interpretation of the images. Translation of verbal-visual puns, both those in which the incongruous conceptual structures are cued verbally, and the image dubs the text, and those in which one of the incongruent structures is cued verbally and the other is triggered visually, demands reconciling the image with the text on top of coping with linguacultural specificity. We have revealed that to render the analyzed puns the translators resort to three basic translation procedures: retention, reduction, and replacement. Literal translation resulting in retention of a pun leads to foreignization of the target text unless the recipients can be expected to infer the pun due to the impact of cultural globalization. In all analyzed cases, translators failed to retain pun meanings cued by the image. Reduction and replacement result in complete (causing a loss of a pun) compulsory (imposed by linguacultural constraints) domestication. Reduction instantiates as choosing a target-language expression that cues only one of the two incongruent conceptual structures engaged in a pun and replacement presupposes using a target-language expression that compensates for the loss of a pun by creating a different humorous stimulus. In a multimodal/multimedial context, a target-text verbal expression can be replaced by a verbal-visual one.

TEXT-WORLDS IN MICHAEL SWAN’S POETRY: A READER’S PERSPECTIVE

The article highlights the role of world-building elements in the process of readers’ interpretation of poetic texts. According to Text World Theory (P. Werth, J. Gavins), elements that set temporal and spatial boundaries, specify objects and entities; elements that describe their qualities; and those that desceibe events, actions or states enable readers to construct their own text-worlds – mental representations of the discourse. This principle underpins our analysis of free verse poetry of Michael Swan, a contemporary British linguist and poet. His texts abound in references to objects, entities, spatial and temporal relationships in the world around us; often, they dominate in the verbal context of a poem. Such references are a characteristic feature of both narrative and metaphor-based poetry. World-building elements are perceived as especially foregrounded in the poems where no conclusion or attitude are explititly stated. There are the following types of world-builders in Michael Swan’s poems: units that denote God as the supreme being, persons, animals and birds, geographic objects, material objects, objects and phenomena in the world of nature, scientific objects and notions, phenomena of human spiritual life, temporal and spatial parameters. We also consider their attributes. Taken together, they illustrate Michael Swan’s general themes – the nature of reality and being, the conception of God, human beings in social and historical contexts, human psychology, human relationships with nature, art. Besides, Swan’s mimetic reflection of reality has a significant emotionl potential. A mini-experiment within the framework of this research shows that it is necessary to further develop students’ skills in inferential interpretation of poetry.

Al-Istifādah min al-Lahjah al-Ḥijāziyyah fī Tadrīs al-Asālīb al-Naḥwiyyah li al-Nāṭiqīn bi Ghairi al-‘Arabiyyah

Abstract
 Arabic language is characterized by the diversity of expression methods, and has characteristics and advantages that must be taken into account, as it is a multi-system that differs according to the location of the sentence, the form and the event. Grammar methods are a pivotal part of learning Arabic, especially in speaking skill, as Arabic conversations are full of stylistic contexts in which we employ these methods that, if we know them, we know the entire language. The researcher of this research aims to: (1) identify the intersections between Hijaz dialect and al-Fusha (2) explore how to gain benefits from the intersections in teaching grammatical methods when teaching the skill of speaking. The researchers followed the descriptive analytical approach. The sources of data that the researchers relied upon were books, documents, journals and scientific dissertations, research papers, and Arabic dictionaries and the interview. The most important results of the research were:(1)The grammatical methods came in the same way with the Hijaz dialect and al-fusha, with some difference in controlling the structure and the syntactic movement.(2)The use of the Hijaz dialect in teaching these methods to approximate the classical Arabic appears possible in light of the intersections between them, especially for non-speakers who lived with Arabs and bring benefit within the limits of clarifying the function that the method performs within the verbal context, and represents a functional trend in teaching Standard Arabic, because it depends on the function that the method performs in not controlling the syntactic form.
 Keywords: Hijaz Dialect, Arabic Language, Grammatical Methods

A Methodological Approach to the Investigation of Language Flexibility in Preschoolers: the Role of Toys and Parental Beliefs

"The aim of the present study was to investigate the influence of the toy-type and parental beliefs about play in the development and use of language in a flexible manner by preschool children. Namely, we defined language flexibility as the ability to use multiple labels for the same object, in response to a particular verbal context. Children’s language flexibility was evaluated with a newly-designed task that comprised several story-like situations in which the main character needed the child’s help to solve a problem. The main results failed to prove a statistically significant difference between the two groups of children in the language flexibility task. But the performance on the language flexibility task was positively and significantly associated with some free time activities that children are frequently involved in and with parent’s willingness to let their children play with a toy in a different way than its prescribed mode. In contrast, the frequency and time spent by the child watching TV or playing on the computer was negatively and significantly associated with the performance on the language flexibility task. As a conclusion, we discussed the current results side by side with some proposals regarding both methodological improvements on the current experimental procedure and future research attempts at investigating language development and language flexibility of preschoolers. Keywords: play, toy type, language flexibility, parental beliefs, preschoolers "

Perceived Burden, Focus of Attention, and the Urge to Justify: The Impact of the Number of Screens and Probe Order on the Response Behavior of Probing Questions

Abstract Web probing is a valuable tool to assess the validity and comparability of survey items. It uses different probe types—such as category-selection probes and specific probes—to inquire about different aspects of an item. Previous web probing studies often asked one probe type per item, but research situations exist where it might be preferable to test potentially problematic items with multiple probes. However, the response behavior might be affected by two factors: question order and the visual presentation of probes on one screen versus multiple screens as well as their interaction. In this study, we report evidence from a web experiment that was conducted with 532 respondents from Germany in September 2013. Experimental groups varied by screen number (1 versus 2) and probe order (category-selection probe first versus specific probe first). We assessed the impact of these manipulations on several indicators of response quality, probe answer content, and the respondents’ motivation with logistic regressions and two-way ANOVAs. We reveal that multiple mechanisms push response behavior in this context: perceived response burden, the focus of attention, the need for justification, and verbal context effects. We find that response behavior in the condition with two screens and category-selection probe first outperforms all other experimental conditions. We recommend this implementation in all but one scenario: if the goal is to test an item that includes a key term with a potentially too large lexical scope, we recommend starting with a specific probe but on the same screen as the category-selection probe.

EXPRESSION OF EMOTIONALITY AND EXPRESSIVENESS IN THE DIALOGUE

The article deals with the expression of emotionality and expressiveness in a dialogue. The lexical system of the language contains words and ready-made constructions (for example, applause) that directly affect the emotional state. Different forms of such tools are used depending on the status of the interview. Praise, pleading, threats, blackmail, applause, etc. are the means chosen and included in speech at such moments. The peculiarities of emotive and aesthetic functions, expressiveness in the dialogic speech in the modern Azerbaijani and English languages are systematized and analized on the basis of the concrete dialogues taken from the living speech and fiction. Stylistic-expressive grammatical forms in both languages are remarkable for their emotional peculiarities and don’t depend on the type of speech. The special attention is given to interjections, exclamatory sentences, polysemantic words, reiteration, paralinguistic means, intonation, verbal context that play an important role in dialogues. It is also emphasized that in the dialogic speech participators are not content only with transmission of information but also try to influence the emotions of their conversation.

The role of context in verbal humor processing in autism

Difficulties in processing humor have been associated with individuals with autism. The current study investigated whether humor comprehension and appreciation could be augmented in children with autism by providing contextual support suggesting that humor was to be expected. A verbally presented riddle task was used in which participants were assessed for their subjective ratings and comprehension of the materials. They were also filmed to record any smiling or laughing. Both riddles and control stimuli were presented with supporting verbal context and also without it. The results showed that (a) the greater subjective appreciation of riddles than of control stimuli was dependent on the provision of context for the participants with autism and that (b) context statistically equated these ratings of riddles between participants with autism and matched typically developing controls. However, context had no effect on comprehension or affective response. The results of the current study demonstrate that children with autism are, even in the most conservative interpretation, able to use verbal context to recognize verbal humor. This lays the foundation of possible interventions based on training sensitivity to context.

El uso expresivo de los posesivos en tres dialectos venezolanos.

In this research, I analyze five use of the first-person singular possessive, typical of Spanish spoken in Venezuela: alternation in nominal context (mi casa ~ la casa mía), alternation in adverbial context (delante de mí ~ mío), alternation in verbal context (se burla de mí~mío, una casa hecha mía ~ por mí), redundant possessive (mi casa mía) and ponderative possessive (me compró mi casa). I study the cases in the dialects of three cities (Caracas, Maracaibo, Mérida) and I present the results in two parts; in the first, I statistically analyze the possessive in nominal context (mixed effects and conditional trees) to determine if the forms are conditioned by linguistic and social factors; in the second, I describe the other cases –less abundant in the sample– to specify their occurrence and establish the expressive character of their pragmatic use. The results show that: i. the semantic relationships of social coexistence and self-realization, the attribute function, and low-level adult speakers favor the use of the postnominal stressed forms; ii. in contrast, emphatic possessives (postadverbial, appreciative, ponderative, and redundant) are more common in young Caracas speakers and their use constitutes an effective strategy to give expressive enhancement to the statement.

Фразеологізована морфемна структура образних дериватів та умови встановлення мотиваційних відношень

The influence of motivational relations on the phraseologisation of the morpheme structure of a derived word is analyzed the article. The main factors that help to find the hidden semantic components of figurative derivatives that have not received formal expression are outlined. Figuratively motivated derivative units, the morpheme structure of which cannot reflect the entire amount of information related to this element of reality are the object of the study. The phraseologization of the morpheme structure of figurative derivatives is caused by several factors: 1) the absence of the indication to the nomination object in the morpheme structure of the word; 2) «blurriness» of features – the basis of figurative and comparative relations; the speaker has to establish this feature independently, based on the typical figurative ideas inherent in the collective consciousness of a particular ethnic community; 3) the invariance of the affixes meanings. The conditions for establishing motivational relationships, namely, the presence of a minimal contextual environment of the derivative, play an important role in determining the hidden semantic components. In addition, the meaning of the word-forming formants should also be taken into account. The verbal context enables to actualize in the semantics of the figurative derivative the motivational feature that served as the basis for the formation of individual lexical and word-forming meaning, which is more or less part of the structure of lexical meaning of the word. In some cases, particularly for derivative words rarely used in modern language (obsolete, socially marked ones, etc.), synonymous relations can be such a kind of «context». In addition to the verbal context, an important element for establishing motivational features is the reliance on the internal context, which helps to understand the content of figurative derivatives by referring to the diverse knowledge of native speakers about the motivator and the stable associative and figurative representations fixed by it.

Electro-acoustic analysis of some prosodic markers

This paper presents the results of a comprehensive study aimed at identifying the prosodic features of irony in oral speech, taking into account the specifics of the British linguistic culture. The complex and multicomponent nature of the phenomenon of irony has led to the complex nature of the analysis undertaken in this study, which involved the study of a wide range of problems associated with irony. Irony is an integral part of everyday social and intercultural interaction. The multifaceted nature of this phenomenon made it necessary to take into account contextual and pragmatic factors, as well as the linguocultural specifics of communication. The study confirmed that the use of irony is characteristic of the British linguistic culture representatives. Irony often acts as a discursive strategy, implementing which the communicants convey a certain attitude towards the object of the statement. Based on the analysis of the corpus of the study, it was found out that this kind of attitude can be positive and negative, that is why the author has identified such types of irony as irony with positive and negative connotations. A separate group was made up of fragments realized in an ironic tonality, i.e. a prosodic-pragmatic complex characterizing extended segments of a sounding text. The specificity of this study lies in the fact that the prosodic realization of irony in oral speech is considered in the dynamics of discourse, taking into account the verbal context, the immediate situation of communication, as well as the sociocultural context and national cultural specifics. The results of the study allow us to state that the prosodic means play a significant role in the expression of irony in oral speech discourse. Prosody is capable of conveying a large number of connotative meanings. Certain combinatorics of prosodic parameters give a statement an ironic connotation. It was detected that intonation is an independent means of realizing irony, a kind of a “signal” that contributes to an adequate understanding of the message. Among other things, some tendencies were identified in the prosodic design of ironically colored statements in dialogical discourse. The data obtained confirm the observations concerning the changes in prosodic parameters obtained while studying irony in other types of discourse: ironically colored fragments acquire exaggerated prosodic design. The data obtained in the course of the research, as well as the research materials, can be used in teaching dialogical communication in English. The conclusions drawn from the research can be useful for teaching English pronunciation.