scholarly journals Semantics of Ambivalence in Illocutionary Speech Acts of Contemporary English Dialogic Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 99-103
Author(s):  
I Grabovska ◽  
◽  
I Mariiko ◽  
Keyword(s):  
Speech Acts ◽  
Dialogic Discourse

scholarly journals Discourse Representation of Dialogic Principles in Teacher-Learner Communication

2016 ◽  
Vol 3 (1) ◽  
pp. 150-161
Author(s):  
Олена Зарічна
Keyword(s):  
Professional Education ◽  
Speech Acts ◽  
Personality Development ◽  
Process Condition ◽  
Communication Styles ◽  
Research Association ◽  
Discourse Representation ◽  
Verbal Art ◽  
Dialogic Discourse ◽  
Special Challenge

This article presents a consideration of the problem of discourse representation of pedagogic dialogue in teacher-learner interactions. The functional parameters inherent in the pedagogical process condition an understanding of pedagogic dialogue as a personality-centered type of communication based on the principles of value oriented treatment, alterocentrism, personal inclusion, metaposition of the teacher, personal authenticity and thereby distinguished from the liberal and democratic paradigm. As a special challenge for this study there has been elaborated a scheme of dialogic discourse specified in corresponding discourse patterns, markers and speech acts. The focus is made on those discourse elements featuring the principles of pedagogic dialogue. In the course of inclusive observation conducted on the basis of this scheme there were determined three basic communication styles featuring different levels of communicative disposition: dialogic, semi-dialogic and monologic. The statistics reveal comparatively low percentage of young teachers possessing dialogic dispositions and strategies in pedagogic communication which calls for certain alterations in the system of teacher training as well as personality development of future educators. References Балл Г. А. Современный гуманизм и его диалогические универсалии / Г. А. Балл //Гуманітарні науки. – 2001. - № 2. – С. 4–10.Ball, G. (2001). Sovremennyi gumanism i ego dialogicheskiye universaliyi [Modernhumanism and its dialogic universal statements]. Gumanitarni Nauky, 2, 4–10. Бахтин М. М. Эстетика словесного творчества / М. М. Бахтин. – М.: Искусство, 1979.Bakhtin, M. M. (1979). Estetika Slovesnogo Tvorchestva [Aesthetics of Verbal Art].Moscow: Iskusstvo. Бубер М. Диалог // М. Бубер. Два образа веры. – М.: Республика, 1995. – С.158-232.Buber, M. (1995). Dialog. Dva obraza very. [Dialogue. Two images of faith]. Moscow:Respublika. Бирюкова Г. М. Специфика диалогических отношений в образовательном процессе[Электронный ресурс]. – Режим доступа: http://anthropology.ru/ru/ texts/biryukova/educdial_33.htmlBiriukova, G. Spetsifika dialogicheskih otnoshenij v obrazovatelnom protsesse. Retrievedfrom: http://anthropology.ru/ru/texts/biryukova/educdial_33.html Володько Н. В. Диалогическое общение как фактор преодоления дезадаптации ребенка кшколе: дисс….канд. псих. наук: 19.00.07 / Володько Наталия Валерьевна. – Н. Новгород,1999.Volodko, N. V. (1999). Dialogicheskoye obshcheniye kak factor preodoleniya dezadaptatsiirebionka k shkole [Dialogic communication as a factor of overcoming children'sdisadaptation to school]. NizhniyNovgorod. Каминская М. В. Методика экспертной оценки диалогического взаимодействия учителя иученика на уроке развивающего образования / М. В. Каминская. – М.: Изд-во “Про-Пресс”,2004.Kaminskaya, M. (2004). Metodika ekspertnoi otsenki dialogicheskogo vzaimodeistviyauchitelia i uchenika na uroke razvivayushchego obrazovaniya [Methodology of expertevaluation of dialogic teacher-learner interaction at a lesson of developmental education].Moscow: Pro-Press. Лабунская Н. А. Студент в диалоге с преподавателем [Электронный ресурс] /Н. А. Лабунская. – Режим доступа:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Labunskaya, N. A. Student v dialoge s prepodavatelem. Retrieved from:http://anthropology.ru/ru/texts/labunsk/educdial_44.html Павлова Н.П. Интерактивный аспект дискурса: подходы к исследованию /Н. П. Павлова // Психологический журнал. – 2005. – Том 26. – №4. – С. 66 – 76.Pavlova, N. P. (2005). Interaknivnyi aspekt diskursa: podhody k issledovaniyu [Interactiveaspect of discourse: approaches to investigation], Psihologicheskiy zhurnal, 2005. Ушакова В. В. Педагогические условия формирования обобщенных конструктивныхумений у будущих педагогов профессионального обучения: дисс. … канд. пед. наук:13.00.08 / Ушакова Вероника Валерьевна. – Челябинск, 2003. – 248 с.Ushakova, V. V. (2003). Pedagogicheskiye usloviya [Pedagogic conditions of formation ofcomprehensive constructive abilities in future pedagogues of professional education].Cheliabinsk. Burbules, N. C. (2001). Theory and research on teaching as dialogue. Handbook ofResearch on Teaching, 4th Edition., Virginia Richardson, Ed. Washington, D. C:American Educational Research Association. 1102-1121. Sinclair, J.McH. and Coulthard, R.M. (1975). Towards an Analysis of Discourse. In: TheEnglish Used by Teachers and Pupils. (pp. 19-60). Oxford: Oxford University Press.

scholarly journals Structural and semantic models of threat utterances in the modern English dialogical discourse

2018 ◽  
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Illocutionary Force ◽  
Dialogic Discourse ◽  
Semantic Models ◽  
The Future

The article deals with the establishment of structural and semantic models of utterances that express threatening speech acts in the modern English dialogical discourse. The threat is considered as a hybrid speech act, which is an intermediate link between the directive and the commissive. It combines the features of two illocutionary types, combining two equal inherent components of the illocutionary force – directive (the requirement of the addressee to carry out a certain action) and commissive (obligation of the speaker to perform some act against the addressee’s interests in the future in case of non-fulfillment of the requirement) illocutions. The directive component is predetermined by the perlocutionary purpose of the speaker to force the addressee to perform a certain act, and the commissive one is expressed in the proposition by the speaker's obligation to perform an act that may result in adverse consequences for the addressee. In the English dialogic discourse, nine groups of structural and semantic models of threatening speech acts expression are distinguished: 1) directive and commissive components are expressed non-verbally; 2) directive and commissive component are expressed explicitly; 3) directive and commissive components are expressed implicitly; 4) directive component is expressed explicitly, commissive component is expressed implicitly; 5) directive component is expressed implicitly, and commissive – explicitly; 6) directive component is expressed explicitly, and commissive – non-verbally; 7) directive component is expressed implicitly, and commissive – non-verbally; 8) directive component is expressed nonverbally, and commissive – implicitly; 9) directive component is expressed non-verbally, and the commissive one is expressed explicitly. The most frequent is the 3rd group, which implies the implicit expression of the directive and commissive components.

"Let's do lunch sometime": An analysis of ostensible speech acts

2001 ◽  
Author(s):  
Kristen E. Link ◽  
Roger J. Kreuz ◽  
Jackie Soto
Keyword(s):  
Speech Acts

Orientalist Speech-acts and Israeli Middle East Studies: Cautions and Criticisms of Edward Said Beyond the Battle of Ideas

2019 ◽  
Vol 18 (2) ◽  
pp. 221-237
Author(s):  
Eyal Clyne
Keyword(s):  
Middle East ◽  
Speech Acts ◽  
Edward Said ◽  
Discursive Practices ◽  
Academic World ◽  
The Social ◽  
Social Theories ◽  
Middle East Studies

Drawing on speech acts theory, this article discusses the illocutionary and perlocutionary forces of discursive practices with which certain academic circles seek to discredit the Saidian ‘Orientalism’ framework. Identifying the unusual value attached to Said as object of attachment or detachment, desirability and exceptionality, this analysis turns away from deliberations about ‘orientalism’ as a party in a battle of ideas, and studies common cautionary statements and other responses by peers as actions in the social (academic) world, that enculture and police expectations. Cautioning subjects about this framework, or conditioning its employment to preceding extensive pre-emptive complicating mitigations, in effect constructs this framework as undesirable and ‘risky’. While strong discursive reactions are not uncommon in academia, comparing them to treatments of less-controversial social theories reveals formulations, meanings and attentions which are arguably reserved for this ‘theory’. Conclusively, common dismissals, warnings and criticisms of Said and ‘Orientalism’ often exemplify Saidian claims, as they deploy the powerful advantage of enforcing hegemonic, and indeed Orientalist, views.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

Speech Acts by the Governor Candidates of North Sumatera in Political Debates

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Vidya Dwi Amalia Zati ◽  
Sumarsih Sumarsih ◽  
Lince Sihombing
Keyword(s):  
Qualitative Research ◽  
Speech Acts ◽  
The Other ◽  
Political Debate ◽  
Direct Speech ◽  
Dominant Type ◽  
Political Debates ◽  
The Way ◽  
Descriptive Qualitative

The objectives of the research were to describe the types of speech acts used in televised political debates of governor candidates of North Sumatera, to derive the dominant type of speech acts used in televised political debates of governor candidates of North Sumatera and to elaborate the way of five governor candidates of North Sumatera use speech acts in televised political debates. This research was conducted by applying descriptive qualitative research. The findings show that there were only four types of speech acts used in televised political debates, Debat Pemilukada Sumatera Utara and Uji Publik Cagub dan Cawagub Sumatera Utara, they were assertives, directives, commissives and expressives. The dominant type of speech acts used in both televised political debates was assertives, with 82 utterances or 51.6% in Debat Pemilukada Sumatera Utara and 36 utterances or 41.37% in Uji Publik Cagub dan Cawagub Sumatera Utara. The way of governor candidates of North Sumatera used speech acts in televised political debates is in direct speech acts, they spoke straight to the point and clearly in order to make the other candidates and audiences understand their utterances.   Keywords: Governor Candidate; Political Debate; Speech Acts

Sign in / Sign up

Export Citation Format

Share Document