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The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners' vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks across three speaking modes: two monologic, two dialogic, and three trialogic. This study showed that the interactive factor has a varied effect on L2 learners' vocabulary usage. It positively influences the use of advanced vocabulary but does not affect the total number of words produced or the diversity of words used. Second, of all three speaking modes, the dialogic speaking mode is the best speaking condition to trigger L2 learners' use of advanced words. Third, the vocabulary employed in dialogues and trialogues can vary due to the inherent disparities between the two modes of speech. Therefore, we propose the use of the dialogic interactive factor and trialogic interactive factor instead of the term "interactive factor" to encompass two specific conditions in which there was a noticeable difference in the performance of L2 learners. [ABSTRACT FROM AUTHOR]

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Discourse is not just a form of language use, but also a cognitive and social accomplishment within a communicative context. This article aims to interpret dialogues in Kadare’s novel The Fall of the Stone City through a combination of methods of discourse analysis and conversation analysis. The object of this analysis are the direct dialogues, in which characters are represented through their own voice, and where the narrator evades his/her own intervention during the transmission of the character’s sensory experience and does not give to the reader an indication of any sort of privileged information regarding the condition of the character. The central focus of this analysis is involvement strategies, as the basic principle in both conversational and literary discourse. The spoken genre is characterized by fragmentation and involvement, whereas the written genre is characterized by integration and detachment. The comparison of spoken and written narratives suggests that normal conversation and literary discourse have many similarities between them. The examination of the dialogues in Kadare’s novel The Fall of the Stone City clearly shows that the author combines involvement with integration in building scenes and triggering emotions. He uses familiar strategies, like repair and repetition in creating coherence and involvement, which are intentional in creating meaning.

Getting all students involved in a class can be a difficult task. Getting students excited about reading, writing, and learning can be an even more difficult task. Fortunately, using dialogues is an easy strategy that any teacher can implement in any grade in any subject area to get students up, moving, and actively engaged in the learning process. Dialogues are essentially two-person plays or skits that students act out in pairs. Each dialogue focuses on a specific topic and introduces key vocabulary terms and concepts in a way that students can understand, using day-to-day conversational language. In addition, all students love using dialogues because they appeal to various interests. The "science-y" students love the content, the lit/drama students love the format, and the class comics love the humor! AND they can be personalized and modified to meet the needs of specific students and educational goals and can be used with other strategies such as exit slips, labs, content review, and more. In short, dialogues are an easy way to create an inclusive classroom where every student is engaged and successful. [ABSTRACT FROM AUTHOR]

L’objectif de cet article est de souligner comment la rhétorique de l’oralité, c’est-à-dire l’utilisation de formes propres à la langue orale, constitue un élément essentiel dans les textes de Guicciardini. Apte à déclencher des transformations significatives au niveau de la prose, cet élément remplit des fonctions différentes selon le contexte dans lequel il est inséré. La grande variété de modèles textuels utilisés par Guicciardini au cours de sa vie a conduit l’écrivain florentin à décliner ces aspects rhétoriques d’une manière originale, des formules canoniques de la littérature familiale au dialogisme comprimé du ricordo, qui contribue au ton prescriptif du texte et de la construction d’une véritable mise en scène dans la forme dialogique et dans les oraisons aux nombreux discours insérés dans les Cose Fiorentine et dans la Storia d’Italia, moments de suspension critique dans la succession ordonnée et systématique des événements.

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The reverted demographic pyramid makes youth a decreasing percentage of our increasingly ageing population, leaving youth groups with less power and chances to influence the future of public policies and services through established participation channels. There is a potential risk of losing the interests of broader, including less heard, youth groups in democratic decision-making and implementation. Research evidence shows that we need to broaden knowledge and accountability towards these groups by including them more in co-creation to secure their trust and meaningful policy impact. One major way to improve trust in the public sector is by enhancing the abilities of professionals, managers, politicians and NGOs to co-create public and individual values with youth groups for better services and solutions instead of acting and making decisions on their behalf. Also, cross-sector collaboration among institutional units or stakeholders from different sectors on a local scale is often required to enhance the value of services or local community decisions. This paper explores from a comparative perspective the local government’s readiness for enhanced democratic participation and co-creation of public services and public value with youth. Based on document studies, interviews and cross-sectoral learning dialogues between engaged researchers, public sector and NGO representatives conducted in three countries – Sweden, Finland, and Estonia – the paper illustrates the current perceptions of public professionals and managers regarding their approach to co-creation with youth and the public sector roles, readiness and perceived gaps. The paper distinguishes between the municipal ambitions of enhanced youth participation and co-creation.

The main objective of this study is to investigate how interactive factors affect the vocabulary usage of second language learners in their spoken language. Participants were 24 L1 Chinese undergraduate students of L2 English at an advanced level. L2 learners’ vocabulary use was assessed via tokens, lexical diversity, and frequency-based lexical sophistication. Participants provided speech data in response to seven persuasive speaking tasks across three speaking modes: two monologic, two dialogic, and three trialogic. This study showed that the interactive factor has a varied effect on L2 learners’ vocabulary usage. It positively influences the use of advanced vocabulary but does not affect the total number of words produced or the diversity of words used. Second, of all three speaking modes, the dialogic speaking mode is the best speaking condition to trigger L2 learners’ use of advanced words. Third, the vocabulary employed in dialogues and trialogues can vary due to the inherent disparities between the two modes of speech. Therefore, we propose the use of the dialogic interactive factor and trialogic interactive factor instead of the term “interactive factor” to encompass two specific conditions in which there was a noticeable difference in the performance of L2 learners.

As we enter the twenty-first century, reflexive approaches to the history of folklore studies around the world, along with the antiracist and decolonizing efforts in academic studies in general, have led to a series of paradigmatic shifts away from the Eurocentric systems of defining genre, folk, racial group, and identity. What remains to be essential, yet to be fully subverted, is the concept and practice of "racial/ethnic groups" that is still used by folklorists in studying folklores in cultural groups. Continuously drawing the boundaries through the concept of "race" is nothing but reinforcing the existing racist system. Unless we build dialogues across the existing "racial" boundaries and seek new common terms and concepts, we are not able to make progress in understanding and accepting the nature and reality of our hybridized folklore traditions that inform the folk groups that we are in, as well as our own personal identities. It is with this premise that the authors contributing to this piece initiate this cross-boundary dialogue, expecting to inspire more people to join in. [ABSTRACT FROM AUTHOR]

Questions, and more specifically authentic questions, are at the core of dialogue-based learning and teaching. However, what is a question, and how can it be authentic? This paper addresses this problem by analyzing the distinct dimensions of questions, showing how their pragmatic nature is interwoven with the syntactic and semantic one, and how it can be grasped only by considering their dialogical functions. Questions are maintained to be proposals of different dialogue games (or types), pursuing specific interactional purposes, and potentially contributing to learning processes in different ways. By understanding how questions shape different dialogues it is possible to ask more suitable questions to the questioner's goals. In this framework, the dichotomy between authentic and inauthentic questions becomes a strategic choice between different types of dialogical possibilities. [ABSTRACT FROM AUTHOR]

On the fateful day of January 7, 1355, Ines de Castro died, a historical figure who kept alive until contemporary. From the few lines dedicated to it in the Chronicles of Fernão Lopes, the Galician figure lives in each of the countless rereadings that the Asian myth has been flashing over time, in records, sometimes paraphrastic, but also stylized or parodic. As Vasco Pereira da Costa rightly put it, "the story [of Pedro and Inês] is more than told, poets lyricalized it, historians historicised it, prose writers prose it, playwrights theatricalized it. And from so much to work on it always arose another (...). Always else, I don't say well, because, in the end, nothing else or the fate of the people who made this story: I know that any author who resumes, revives or tempo and these lives (...) will be obliged in the end (. ) to calm or tempo". This intervention aims to explore the historical romance Ines de Castro: espiã, amante, rainha de Portugal, by Isabel Stilwell, so that we can trace a path of the mythical-historical character, or rather, perceive how Ines de Castro was or was not always emerging other, considering above all the historical and feminine optics. [ABSTRACT FROM AUTHOR]

The article presents the experiences and actions of the Sala Verde Project “Education, Health, Citizenship and Socio-environmental Justice Observatory - Vale do Itajaí (SC)”, called Sala Verde ItajaíProject, in 2017. The “Salas Verdes” are a public policy of the Ministry of the Environment (MMA) of the Federal Government. In Itajaí (SC) the Sala Verde is managed by the University of Vale do Itajaí (UNIVALI) through the Environmental Education Laboratory (LEA) of the current Polytechnic School. From the critical and transforming perspective of Environmental Education, the results of the three subprojects are described and analyzed: “Educommunication and Circuito Tela Verde”; “Formation in Environmental Education for Participatory Management and Public Policies” and “Sala Verde Exhibition Space”, which are part of the political pedagogical project of Sala Verde Itajaí. The methodological processes adopted are detailed, which follow a continuous cycle of systematization involving the steps of "Planning - Executing - Evaluating - Communicating", in particular the production of educommunication of projects and extension actions of the LEA via digitization of its collection andupdating of the its Educommunication Channel. Activities are based on ethical principles and the fight against oppression experienced by citizens, through integrated extension, teaching and research interventions. In addition, audiovisual and educommunication teaching materials are produced based onthese actions, in collaboration with the social editors involved. Among these experiences, the following stand out: 1) Short film “More than Mud: Memories, Absences and History” co)edited with families affected by the socio-environmental crime of the mining companies Samarco, Vale and BHP Billiton inthe municipality of Mariana (MG); 2) Video tutorial “How to make a homemade compost bin”; and 3) Interactive exhibition “It's Necessary to Have Strength!”. These experiences contemplated the use of audiovisual and aesthetic resources to encourage reflections and dialogues of knowledge about the socio-environmental problems of our society. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bano Qudsya is a renowned figure in Urdu fiction. She emphasized on novel, drama and short stories. Till date, her 08 short stories books have been published. In these short stories she has shown marvellous grip on character making, plot and dialogues writing. However, on technicalgrounds these short stories have touched a high water mark. It is an interesting fact that she has mostly used triangular technique in her creations. [ABSTRACT FROM AUTHOR]

The monograph by M. Yu. Danilevskaya is based on a thorough study of periodicals, diaries and letters of writers, archival materials, memoirs of contemporaries: those sources which contain information about the early years of N. A. Nekrasov. For the first time in Russian literary criticism, she undertakes a multifaceted contextual and historical-functional analysis of critical works, statements and judgments about Nekrasov, which makes it possible to comprehend the reception of the poet’s literary activity from 1838 to 1848 by domestic criticism and journalism. During this period that Nekrasov formed as a poet, critic, editor and publisher. The book highlights the personality of Nekrasov, his relationship with his contemporaries, his work in critical assessments of F. A. Koni, V. G. Belinsky, N. A. Polevoy, P. A. Pletnev, O. I. Senkovsky, F. V. Bulgarin, etc. The monograph contains a number of entertaining stories related to the study of little-known facts of Nekrasov studies. The publication under review helps to clarify important events in the historical and literary process of the 1840s, to comprehend Nekrasov’s place in it and to trace the poet’s difficult creative path into “great literature.”

This exploratory multiple-case study investigated the belief systems (professed and enacted) of four secondary school biology teachers towards teaching through dialogic argumentation. The constant comparison method was used to iteratively assess the qualitative data, which included classroom observations, field notes, transcripts of the formal and informal interviews and teachers’ reflections, and classroom video and audio recordings. Three themes emerged to represent the teachers’ belief systems for teaching through dialogic argumentation: 1) using ‘inter-language’; 2) scaffolding the negotiated consensus; and 3) ‘taking up’ and ‘referring back’ to students’ ideas. Moreover, two other interesting results were revealed. First, the study corroborates previous results which state that teachers’ intentions or predispositions in addition to their eagerness and willingness to use reform-based strategies pushed them towards successful implementation of their strategies for teaching through dialogic argumentation. Second, the strategies they implemented somehow revealed how they view dialogic argumentation as an approach to the co-construction of knowledge in science teaching and learning. The study offers implications for future professional development in terms of improving other aspects, such as teachers’ understanding of the advantages of reform-based strategies and constant mentoring which may also influence their intentions to achieve the curriculum goals. [ABSTRACT FROM AUTHOR]

The scarcity of basic necessities, a popular discussion topic in Indonesia, poses significant challenges to the citizens. Indonesians frequently comment on the issue on social media, including Twitter, which is perceived as a democratic public space to express opinions, interests, and information discursively in establishing communications as part of intercultural dialogues. The current study aims to analyse relevant communication networks and content regarding the topic of fundamental necessity scarcity in Indonesia on Twitter. Specifically, a cross-sectional design was employed with social network analysis (SNA) and content analysis (CA) conducted on public Twitter accounts. The study discovered a low communication intensity between nodes due to the existing dominance of several central actors. Simultaneously, the most frequently employed words were food, oil, cooking, the task force, and the hashtag phrase "punishthehoardersofcookingoil". Auto-coded sentiment results demonstrated 8,963 references at neutral levels, 566 with moderately negative degrees, 500 with high negative levels, 90 with moderately positive, and 21 with highly positive degrees. The findings propounded that Twitter is an online public space, allowing autonomous and unrestricted debates on pertinent topics. [ABSTRACT FROM AUTHOR]

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article addresses the issue of the specificity of the process of response generation in dialogue – the genesis of a response utterance. The turn to this issue can be attributed to the contradiction between the idea of dialogue as an exchange of utterances and to the assumption that the exchange of utterances is not much more than a statement of the empirical reality. The research develops the ideas of L. P. Yakubinsky, M. M. Bakhtin and the author of the article under study on the dialogic utterance as a result of the realization of dialogic linguistic competence; on the response nature of the verbal communicative activity of the language speaker; on the novelty of the interpretation of the utterance as a factor that triggers the mechanism of text production. The purpose of the article is to substantiate the assumption according to which response generation is perceived as an independent verbal and cogitative process, determined by the corresponding intentions. The substantiation is effected on the basis of idea that the emergence of the second (response) utterance in dialogue is a relative phenomenon that depends on the verbal and cogitative decision of the language speaker (an addressee). The article presents a model of the dialogic utterance (response utterance) production, including motivational-pragmatic stage, response generation stage, internal programming stage, and lexico-grammatical stage. Response generation is interpreted in the article in two ways. In the broadest sense, it is treated as verbal and cogitative activity aimed at producing a response. In the narrow sense, it is defined as a stage in the model of generating dialogic utterance associated with the initial response utterance quantization. The article highlights the following intentions of the addressee: the intention to respond and to comment, the intention to share, the intention to join the conversation and the intention to keep silence. These intentions are realized by the addressee spontaneously, intuitively, but can also be actuated consciously as a manifestation of metalinguistic thinking. The response generation intentions are illustrated on the material of oral dialogues and dialogues carried out in social networks. The study concludes that the concept of “response generation intention” ranges wider than the concept of the “speech act”. The author argues that speech acts actualize various response generation intentions. The main research method is analytical-descriptive. The results obtained contribute to the general theory of speech and the linguistic issue of dialogic utterance generation.

New and important discoveries about the Diálogo das Grandezas do Brasil, an anonymous work written in 1618, and its most probable author, the New Christian Ambrósio Fernandes Brandão, come to light from documents recently found in the Archivo General de Simancas in Spain and the Arquivo Nacional da Torre do Tombo in Portugal. The present text discusses these new findings that shed light on Brandão’s biography.

Here we investigate the use of the politeness marker por favor 'please' in a corpus of contemporary Spanish dialogues from film scripts and literary dialogues. We argue that por favor is in fact only occasionally used as an expression of politeness. Apart from these uses, we distinguish between cases where por favor functions as a marker of illocutionary force and other discourse functions, that include the expression of impatience and disapproval. While the formulaic use of por favor is mainly limited to routine situations in the public sphere, the other functions are typical of private conversations. We argue that the ancient use of the expression can account for its contemporary non-polite uses. [ABSTRACT FROM AUTHOR]

Copyright of Creneida is the property of Creneida and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article deals with several issues related to the concept of happiness that emerge from Plato’s triptych: the Gorgias, the Republic and the Laws. The focus is on (1) the question of the alleged overcoming of the eudaimonistic imperative, i.e., natural human pursuit of happiness, in the didactic message of the Republic; (2) the question of to what extent the path of cognition ending in the contemplation of the perfect being is at the same time a strive for the supreme happiness; (3) the dilemma of choosing between a reductive and a cumulative model of complete satisfaction in human life; and finally (4) the problem of affiliative condi­tions of full life satisfaction.

No study of St. Monica, however brief it may be, can be considered complete without an examination of her role in Cassiciacum's Dialogues. Here we find her participating in philosophical discussions, a role that apparently does not match the portrait provided in Confessiones. In this study, in which both Monica's speeches in Dialogues and Augustine's comments on them are carefully analyzed, we aim to emphasize that we should not come across an unforeseen intellectual face, but rather a Monica as an epitome of those women who reached, by recourse to God, to the Holy Scripture, especially to the Book of Psalms, as well as to the liturgical tradition of the Church, by participating twice a day in divine services in the church, wisdom and a certain understanding of the truths of the Christian religion, a position which Augustine is suddenly ready to appreciate. This is supported by his commentary on his mother's first contribution, when he confesses that he understood the source and how divine this source, from which her words spring, was (De beata vita, 10). Augustine is now prepared not only to respect and accept her wisdom springing from Christian faith, but also, in his presentation, to optimize and highlight Monica's ideas, using them to illustrate this new acceptance of the importance of authority in a religious dimension. [ABSTRACT FROM AUTHOR]