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Das vorliegende Open-Access-Buch geht von der Prämisse aus, dass Lernen aus kognitiver und sozial-konstruktivistischer Sicht als individueller Aufbau von Wissens- und Denkstrukturen verstanden wird. Die Aufgabe der Lehrpersonen besteht dabei darin, mittels ko-konstruktiver Dialoge die Lernenden beim Aufbau und bei der Modifizierung ihrer Wissensstrukturen zu unterstützen. Die vorliegende Studie beschäftigt sich mit der interaktions- und aufgabenbezogenen Analyse von 38 Problemlösedialogen von je vier Lernenden auf der Sekundarstufe I, die in einem tutoriellen Setting eine Aufgabe gemeinsam lösen. Das Unterstützungsverhalten der Lehrpersonen beim Lösen einer mathematischen Textaufgabe und die Partizipation der Lernenden werden ganzheitlich-deskriptiv und in ihrem mikrostrukturellen Ablauf prozessbezogen untersucht. Wie gehen die Lehrpersonen konkret vor, um ihre Schüler und Schülerinnen im Verstehensprozess adaptiv anzuleiten? Gelingt es ihnen, dass die Lernenden an den Problemlösegesprächen entscheidend partizipieren können? Die Ergebnisse zeigen anhand von Fallanalysen auf, wie das auf unterschiedliche Arten gelingen kann.

Childhood, Philosophy, and Dialogical Educationn explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives—of childhood, of subjectivity (psychohistory), and of education—the author offers the possibility of a form of schooling that fosters democratic sensibilities and teaches direct democracy through actual practice.

Demonstrating a relational, dialogic way of thinking and writing, this book offers an innovative perspective on the human potential for intersubjective engagement and on the nature of true encounter. The authors engage in creative, associative dialogues and trialogues inspired by psychoanalysis and Buddhism, poetry and religion, theory and case studies, academic and free styles of writing – each enriching the other. Reflecting on the essence of relating, they convey a flow between inner, private reveries and shared ones, and between individual expressions of thought and evolvements of newly born thirds. Through this interdisciplinary, experimental setting, the authors explore the possibility to reach truths and meanings that each individual would not have achieved on their own.Offering new concepts and formulations that may nourish psychotherapists'thought and be usefully implemented in their practice, this book presents a pressingly unique and essential viewpoint for psychoanalysts and psychoanalytic psychotherapists in training and in practice.

This book explores how language is used to create characters in fictional television series. To do so, it draws on multiple case studies from the United States and Australia. Brought together in this book for the first time, these case studies constitute more than the sum of their parts. They highlight different aspects of televisual characterisation and showcase the use of different data, methods, and approaches in its analysis. Uniquely, the book takes a mixed-method approach and will thus not only appeal to corpus linguists but also researchers in sociolinguistics, stylistics, and pragmatics. All corpus linguistic techniques are clearly introduced and explained, and the book is thus accessible to both experienced researchers as well as novice researchers and students. It will be essential reading in linguistics, literature, stylistics, and media/television studies.

This book brings together two decades of work by the authors on dialogical networks, showing how the concept of the dialogical network developed through series of connected case studies and clarifying the concept through historical analysis. Identifying the key characteristics of dialogical networks and showing that knowledge of them, though formulated in the abstract, is affected by historical contingencies, it demonstrates that work on dialogical networks required the work of a practical historian, connecting contemporary work to foregoing studies. As such, this volume represents an original study of how doing history is a part of research and sheds light on the ways in which people use the past in their social activities.

This volume is the first monograph exploring the functions of visual cues in humor, advocating for the development of a non-linguocentric theory of humor performance. It analyzes a corpus of dyadic, face-to-face interactions in Spanish and English to study the relationship between humor, smiling, and gaze, and shows how, by focusing on these elements, it is possible to shed light on the “unsaid” of conversations.In the book, the humorous framing of an utterance is shown to be negotiated and co-constructed dialogically and multimodally, through changes and patterns of smiling synchronicity, smiling intensity, and eye movements. The study also analyzes the multimodal features of failed humor and proposes a new categorization from a dialogic perspective.Because of its interdisciplinary approach, which includes facial expression analysis and eye tracking, this book is relevant to humor researchers as well as scholars in social and behavioral sciences interested in multimodality and embodied cognition.

Werden mehrere Aktivitäten gleichzeitig vollzogen, müssen sie miteinander koordiniert werden. Bislang ist ungeklärt, welche Bedingungen diese Form der Koordination möglich machen. Dazu werden die strukturellen Bedingungen der Kompatibilität ko-relevanter Aktivitäten anhand von mobilem Eye-Tracking und audiovisuellen Aufzeichnungen von Theaterproben konversationsanalytisch untersucht. Es zeigt sich, dass je nach Grad der strukturellen (In)Kompatibilität andere Koordinierungsverfahren zum Einsatz kommen. Simultanvollzug multipler Aktivitäten ist möglich, wenn sich Aktivitäten durch Verwendung unterschiedlicher multimodaler Ressourcen strukturell kompatibel zueinander verhalten. Benötigt hingegen eine Aktivität eine bereits verwendete Ressource, liegt strukturelle Inkompatibilität vor. Teilnehmende reagieren darauf, indem sie eine der Aktivitäten abbrechen oder pausieren. Erfordert eine Situation einen Simultanvollzug trotz struktureller Inkompatibilität, greifen Teilnehmende auf Praktiken zurück, mit denen sie strukturelle Inkompatibilität zwar nicht auflösen, aber kommunikativ bearbeitbar machen. Die Arbeit liefert einen Beitrag zum Forschungsstand des Konzepts multiactivity und formuliert einen Vorschlag zur Festigung des zentralen, wenn auch bislang eher unscharfen Begriffs Aktivität in der Konversationsanalyse.

This volume explores a model of epistemic stance, according to which speakers can communicate each single piece of information either as known/certain or uncertain or unknown. It presents a qualitative analysis of extracts from the Spoken British National Corpus 2014 to support the idea that questions come from two distinct epistemic positions: the Unknowing and the Uncertain; this latter ranges along two poles: Not Knowing Whether and Believing.In the epistemic continuum, Unknowing questions express a lack of knowledge and range from open to closed and dual wh-questions. On the other hand, Uncertain questions express a lack of certainty and range from maximum uncertainty (Not Knowing Whether-questions advancing a doubt) to minimum uncertainty (Believing-questions advancing a supposition). Both Unknowing and Uncertain questions can be directed either at the answerer's Knowing or Believing position, depending on their aim. The volume will appeal to scholars concerned with the topic of question design and epistemic stance from a theoretical and analytical perspective, as well as those interested in applying these findings in their teaching practice.

The Talking Point is all about how people learn within groups. People can be much smarter than crowds if you measure “smart” as decision-making speed. Crowds can be much wiser than individuals if you measure wisdom by depth of understanding. It is possible to understand a great deal of information yet (or maybe because of this) you can also be slow to make decisions. If rushed, crowds will make poor decisions in spite of their wisdom. So... to get good group decisions on a time scale that will keep pace with policy development needs and social necessities, groups have to be supported so that their decision-making process can be accelerated. Much has been said and written about this problem over the years. It is dangerous to have the power of groups without the wisdom of groups, and it is tragic to have the wisdom of groups without the power of groups. The Talking Point presents a meeting point for the wisdom and power of groups through the use of Structured Dialogic Design. With hopeful intentions, as a culture we have poisoned the well just when we need it most. We have touted design charettes and stakeholder processes as engagement vehicles and then ignored, marginalized or corrupted the very input that we swore to hold as sacred. This has created a myth that large scale collaboration is not possible, and the myth has led to considerable disillusionment among would-be participants and could-be sponsors. Structured Dialogic Design seeks to bust the myth about our limited capabilities to sustain boundary spanning collaboration. To bust this myth, Structured Dialogic Design needs to usher in a new wave of collaborative planning. Scholars have identified the Structured Dialogic Design methodology as the cutting edge of “third phase” science - where the reality of a situation embraces interactions between objective findings and subjective intentions. The Talking Point provides a window for observing how Structured Dialogic Design has been put into practice and paints a panorama of the issues that confront complex social system design. This book is itself a bridge between scholarship and practice, written to be accessible yet anchored to major themes in cognitive psychology, information systems, social systems, and models of group learning. The book is an invitation for transformational leaders and those who support transformational leaders to pick up a new tool in the essential quest to put our nation and our world back on track toward sustainable futures. The Talking Point is a fresh source of water in a world that is thirsty for new ways of solving complex problems.

Incremental Conceptualization for Language Production discusses the simultaneous actions involved in thinking and speaking, as well as the piecemeal way in which individuals construct an internal representation of the external world and use this internal representation for speaking. Author Markus Guhe presents the first computational model that captures these observations in a cognitively adequate fashion. The volume is an innovative look at the mind's process of producing semantic representations that can be transformed into language.The first section of the book illustrates four stages of conceptualization: construction of a conceptual representation; selection of content to be verbalized; linearization of the selected content; and generation of preverbal messages. Guhe then analyzes incremental processing — processing that takes place in a piecemeal fashion — and offers a blueprint of incremental models while discussing the dimensions along which the processing principles and the blueprint varies. Finally, incremental processing and conceptualization merge to form the incremental conceptualiser model (inC). The effective use of inC is demonstrated through simulations carried out with the implementation of the model.Intended for researchers in cognitive science, particularly cognitive modeling of language, this volume will also interest researchers in artificial intelligence, computational linguistics, psycholinguistics, and linguistics and psychology.

Face-to-face dialogue is our basic form of language use. It is, and always has been, the only form of language use that spans all cultures and societies. Face-to-Face Dialogue: Theory, Research, and Applications focuses on the unique combination of features that make face-to-face dialogue the fastest, most precise, and most skillful activity that ordinary individuals do together. Writing for an inter-disciplinary readership, Bavelas draws on her research program of over three decades to reveal the unique features of face-to-face dialogue. Unlike written or mediated forms, face-to-face dialogue uses both speech and co-speech gestures and also permits rapid-even simultaneous-exchanges. This book demonstrates the importance of focusing on interactions rather than individuals and on specific multi-modal acts rather than all nonverbal communication. Bavelas's mixed research methods begin inductively, leading to experiments with qualitative measures. Second-by-second microanalysis uncovers details of how a dialogue works. By focusing on communication as joint action, Face-to-Face Dialogue refocuses the conversation around the science of human communication, with realizable practical applications for researchers and professionals alike.

Im Fokus der Untersuchung steht die Frage nach spezifischen Ausprägungen von Bewertungsinteraktionen in Gesprächen, die von Zuschauern in der Pause zwischen den Teilen eines Theaterstücks oder im Anschluss an die Rezeption des gesamten Theaterstücks geführt wurden. Vor dem Hintergrund linguistischer Studien zum Bewerten sowie medienwissenschaftlicher, soziologischer und linguistischer Studien zur Publikums- und Kunstkommunikation wird auf Basis von an zwei Theatern erhobenen Audiodaten aus einer gesprächsanalytischen Perspektive rekonstruiert, wie Bewertungen von den Beteiligten realisiert und ausgehandelt werden. Es wird zudem herausgearbeitet, welche Rolle das Bewerten für die Aneignung der in den Theaterstücken präsentierten Inhalte sowie für die Reflexion gesellschaftlicher Zusammenhänge und die eigene Alltagswirklichkeit spielt. Das Buch leistet damit einen Beitrag zum bisher kaum erforschten Gebiet der nicht-professionellen privaten Kommunikation über performative Kunst.

This collection highlights the interplay between language and liminal places and spaces in building distinct narratives of selfhood. The book uses an interdisciplinary approach to examine linguistic and social phenomena in places shaped by displacement and social inequality. The book also looks at chronotopes, the Bakhtinian-inspired concept of the interconnectedness of time and space in identity. The volume demonstrates how studying liminal places and spaces can offer unique insights into how people construct language and selfhood in these spaces, making this key reading for researchers in sociolinguistics, discourse analysis, geography, and linguistic anthropology.

This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.

Martin Buber, one of the twentieth century's most distinguished and creative thinkers, famously argued that the fundamental fact of human existence is person with person, and that practicing genuine dialogue is necessary for anyone who wishes to become authentically human. This book seeks to unleash and reassemble the core elements for practicing dialogue--turning and addressing, and then listening and responding. Despite what many say, the innermost growth of the self does not come in relation to one's self. Rather, attaining one's authentic human existence (one's innate self-realization) emerges again and again through genuine dialogue, through'participatory consciousness.'We become authentically human in and through our relationships with others. Here's the point--instead of having dialogues, human beings mutually become dialogue with others. Individual human beings in dialogue with one another become memorable mutualities found nowhere else, opening out into the world.

The focus of the present study is a comparison of English and Czech intonation. Intonation studies in the two languages are based on different approaches to prosodic systems and different traditions in prosodic transcription. This book, presenting a corpus-based analysis of English and Czech, draws on the traditions of both languages with a certain preference for English prosodic transcription systems. A simplified version of one of the English systems has been applied for the analysis of both English and Czech texts.

This volume examines the many dimensions of dialogue as a key driver of peaceful personal and social change. While most people agree on the value of dialogue, few delve into its meaning or consider its full range. The essays collected here consider dialogue in the context of teaching and learning, personal and interpersonal growth, and in conflict resolution and other situations of great change. Through these three themes, contributors from a wide variety of perspectives consider the different forms dialogue takes, the goals of the various forms, and which forms have been most successful or most challenging. With its expansive approach, the book makes an original contribution to peace studies, civic studies, education studies, organizational studies, conflict resolution studies, and dignity studies.Contributors: Susan H. Allen, George Mason University • Monisha Bajaj, University of San Francisco • Andrea Bartoli, Seton Hall University • Meenakshi Chhabra, Lesley University • Steven D. Cohen, Tufts University • Charles Gardner, Community of Sant'Egidio • Mark Farr, The Sustained Dialogue Institute • William Gaudelli, Teachers College, Columbia University • Jason Goulah, DePaul University • Donna Hicks, Harvard University • Bernice Lerner, Hebrew College • Ceasar L. McDowell, MIT • Gonzalo Obelleiro, DePaul University • Bradley Siegel, Teachers College, Columbia University • Olivier Urbain, Min-On Music Research Institute • Ion Vlad, University of San FranciscoDistributed for George Mason University Press and published in collaboration with the Ikeda Center for Peace, Learning, and Dialogue

This volume aims at building bridges from pragmatics to dialogue and overcoming the gap between two ‘circles'which have cut themselves off from each other in recent decades even if both addressed the same object, ‘language use'. Pragmatics means the study of natural language use. There is however no clear answer as to what language use means. We are instead confronted with multiple and diverse models in an uncircumscribed field of language use. When trying to transform such a puzzle of pieces into a meaningful picture we are confronted with the complexity of language use which does not mean ‘language'put to ‘use'but represents the unity of a complex whole and calls for a total change in methodology towards a holistic theory. Human beings as dialogic individuals use language as dialogue which allows them to tackle the vicissitudes of their lives. Dialogue and its methodology of action and reaction can be traced back to human nature and provides the key to the unstructured field of pragmatics. The contributions to this volume share this common ground and address various perspectives in different types of action game.

This volume presents a theoretical and practical model for analysing epistemic stance in dialogues, i.e. the positions both epistemic (commitment) and evidential (source of information) which speakers take in the here and now of communication with regard to the information they are conveying and which they express through lexical and morphosyntactic means.According to the results of our studies of different types of corpora, these positions can be reduced to three basic ones: Knowing, Unknowing, Believing (KUB). In the first part of the book, we present the KUB model and its psychological and linguistic backgrounds. In the second part, we provide an exemplary application of the model, by presenting the qualitative and quantitative analysis of dialogues belonging to different genres and contexts.The volume is addressed to scholars concerned with the topical issues from a theoretical and analytical perspective.

In der vorliegenden Studie, die linguistische und sozialpsychologische Forschungsergebnisse zusammenführt, werden zunächst Einblicke in die theoretischen Zusammenhänge der Funktionalität von Sprache in Dialogen Jugendlicher mit Erwachsenen gegeben. Die durch die Ergebnisse der sozialpsychologischen Marker-Forschung, der Sprechstil-Forschung sowie durch die Kontextualisierungstheorie von J.J. Gumperz beeinflußte theoretische und methodische Konzeption versucht, neue Wege in der Jugendsprachenforschung zu gehen und Jugendsprache in den Substandardbereich des Deutschen einzuordnen. In breitangelegten empirischen Analysen wird der vielfältige Gebrauch von Jugendsprache durch Jugendliche im Gespräch mit Erwachsenen systematisiert. Dabei werden die Ergebnisse der Jugendsprachenforschung kritisch durchleuchtet. Außerdem wird nach der interaktiven Bedeutung der jugendsprachlichen Imitationsversuche Erwachsener gefragt, die in der Forschung bislang noch nicht erfaßt worden sind. Die Ergebnisse der Studie machen deutlich, daß die verbeitete These von der Abgrenzungsfunktion von Jugendsprache nur mit Einschränkung gilt, da Jugendsprache eine Vielfalt von Funktionen übernimmt. Dadurch kann die, häufig als defizitär eingestufte, kommunikative Kompetenz Jugendlicher neu bewertet werden. Zudem zeigt sich die Bedeutung von Jugendsprache für die Sprachpraxis Erwachsener im Gespräch mit Jugendlichen. Die Studie wendet sich, über den Kreis der Linguisten hinaus, an interessierte Sozialpädagogen und Lehrer sowie an in der Jugendarbeit Tätige und Eltern, die die Sprachpraxis Jugendlicher und Erwachsener im intergenerationellen Dialog vor einem theoretischen Hintergrund reflektieren möchten.

Mit der systematischen Erforschung der professionellen Telefonie hat die Sprechwissenschaft vor ca. zehn Jahren nahezu Neuland betreten. Bis dahin verließ sich die Branche weitestgehend auf erfahrungsbasiertes Trainerwissen. Inzwischen sind zahlreiche wissenschaftliche Befunde und forschungsbasierte Schulungskonzepte erarbeitet worden. Dieser Band präsentiert eine Auswahl besonders interessanter Resultate der neuesten Untersuchungen in gebündelter Form. Dabei wird die enorme Transdisziplinarität des Projektverbundes aus Industrie und unterschiedlichen Forschungsansätzen deutlich. Ergänzt werden diese Befunde durch einen bibliographischen Gesamtüberblick zum Forschungsfeld Callcenterkommunikation.

In Watching TV with a Linguist, Fägersten challenges the conventional view of television as lowbrow entertainment devoid of intellectual activity. Rather, she champions the use of fictional television to learn about linguistics and at the same time promotes enriched television viewing experiences by explaining the role of language in creating humor, conveying drama, and developing identifiable characters. The essays gathered in this volume explore specific areas of linguistics, providing a comprehensive yet accessible introduction to the study of language. Through programs such as Seinfeld, The Simpsons, Sherlock, and The Wire, contributors deftly illustrate key linguistic concepts and terminology using snippets of familiar dialogue and examples of subtle narration. In addition, contributors aim to raise linguistic awareness among readers by identifying linguistics in action, encouraging readers to recognize additional examples of concepts on their own. To this end, each chapter provides suggestions for viewing other television series or specific episodes, where further examples of the linguistic concepts in focus can be found. Invaluable as a resource in linguistics and communication courses, Watching TV with a Linguist is the first book to use the familiar and compelling medium of television to engage students with the science of language.

Dialogue has become a central theoretical concept in human and social sciences as well as in professions such as education, health, and psychotherapy. This'dialogical turn'emphasises the importance of social relations and interaction to our behaviour and how we make sense of the world; hence the dialogical mind is the mind in interaction with others - with individuals, groups, institutions, and cultures in historical perspectives. Through a combination of rigorous theoretical work and empirical investigation, Marková presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology. The dialogical perspective, which focuses on interdependencies among the self and others, offers a powerful theoretical basis to comprehend, analyse, and discuss complex social issues. Marková considers the implications of dialogical epistemology both in daily life and in professional practices involving problems of communication, care, and therapy.

This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher–student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.

Discourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them. Dialogue is an important learning tool and it is by understanding how language affects us and how we use language to encourage, empathise, inquire, argue and persuade that we come closer to understanding processes of change in ourselves and our society.Most researchers in Education will find themselves interpreting some form of data in the form of words; whether these words be explanations, conversations, narrations, reflections, debates or interviews and whether they are conducted through digital media or face-to-face. Discourse, textual or spoken, is therefore central to researching education. Each chapter focuses on the ways in which alternative levels of discourse analysis provide tools for the researcher, enabling insights into the way language works in learning, teaching practice and wider society.Drawing on the author's own ‘DISCOUNT'discourse analysis coding scheme and including a wide range of dialogue examples, this book covers: Why Dialogue? The Role of Dialogue in Education. Debate: Learning to Argue and Arguing to Learn Towards Meaning-Making: Inquiry, Narrative and Experience The Role of the Significant Other: Facilitation, Scaffolding and Mediation Inclusion, Collaboration and Community Media, Mode and Digital Literacy Researching Voices and Texts Discourse, Dialogue and Technology Enhanced Learning will be an essential resource for all students, educators and educational researchers who have an interest in the role of discourse in educational contexts.

Dieter Flader präsentiert Kommunikationsanalysen, die das systematische Verhältnis der Sprache zu Prozessen der Verständigung und des sozialen Handelns aufdecken und somit unseren Erkenntnisstand über Regularitäten des Sprechens in sozialer Interaktion weiterentwickeln.

Dva autoři – lingvistka a literární vědec – se ve svých individuálních i společných studiích zaměřují na široce chápanou dialogičnost jako základ výstavby různých typů textů a snaží se uplatňovat dialogismus jako analytickou metodu. Ve čtyřech oddílech knihy věnují pozornost 1) dialogům korespondenčním (dopisům významných osobností české kultury, jako jsou M. Aleš, J. Neruda, K. Čapek, J. Voskovec a J. Werich, J. Kolář, ale i dopisům současných mladých lidí a korespondenci elektronické); 2) dialogům dramatickým (především v současných českých hrách: dvě hry cimrmanovské, Havlovo Odcházení aj.); 3) dialogům intersémiotickým (mezi výtvarníky a slovesnými umělci: ať už vznikaly ilustrace, koláže, fotografie, komiksy atd. jako reakce na verbální texty, nebo naopak texty byly inspirovány díly výtvarnými); 4) textům (nejen uměleckým), které se vyznačují oscilací mezi dialogem a monologem: Dykova Milá sedmi loupežníků, Kunderovy Monology či kázání Tomáše Halíka…