The Relationships between Second Language Speakers’ Oral Productions, Oral Proficiency, and their Individual Differences: A Longitudinal Study

Despite the importance of English speaking skills in higher education contexts (Andrade 2009), there has been a lack of investigations into longitudinal development in English as second language (ESL) speakers’ oral proficiency in relation to their oral production features (complexity, accuracy, fluency: CAF) and individual differences in working memory (WM) and aptitude. Existing research examining the relationships between CAF measures and L2 oral proficiency mostly focused on monologic tasks although CAF measures might significantly vary between monologic and dialogic task types (Michel et al., 2012). The purpose of this dissertation is threefold. First, the study investigates whether CAF measures of ESL speakers’ monologic and dialogic oral performances predict development in their oral proficiency over time. Second, the dissertation examines whether ESL speakers’ WM and aptitude are predictive of their oral proficiency development. Third, the dissertation also examines whether the relationships between CAF measures and oral proficiency are mediated by the speakers’ WM and aptitude. In total, 60 ESL participants (matriculated and non-matriculated) performed both monologic and dialogic oral tasks at three different times over eight months. The participants’ oral proficiency was measured by TOEFL iBT speaking tests and communicative adequacy ratings of their monologic and dialogic speech. The results show that in monologic speech, high proficient ESL speakers produced more syntactically and lexically complex language, whereas in dialogic speech, they produced faster speech. The findings also indicate that although in both monologic and dialogic speech, the participants with lower phonation (compared to pauses) significantly developed their oral proficiency over time, in dialogic speech, the participants with longer turns (in-between pauses) had longitudinal development in oral proficiency. The dissertation also found that high proficient ESL speakers with higher aptitude used more familiar vocabulary in their monologic speech but shorter fluent runs and shorter clauses in dialogic speech. Overall, the study argues that high proficient speech in monologic versus dialogic modes have different linguistic benchmarks. The findings also offer insights into the processes of high proficient L2 speech production in monologic and dialogic tasks by suggesting the combined effects of ESL speakers’ aptitude and CAF features on their oral proficiency scores

The brain’s conversation with itself: neural substrates of dialogic inner speech

Inner speech has been implicated in important aspects of normal and atypical cognition, including the development of auditory hallucinations. Studies to date have focused on covert speech elicited by simple word or sentence repetition, while ignoring richer and arguably more psychologically significant varieties of inner speech. This study compared neural activation for inner speech involving conversations (‘dialogic inner speech’) with single-speaker scenarios (‘monologic inner speech’). Inner speech-related activation differences were then compared with activations relating to Theory-of-Mind (ToM) reasoning and visual perspective-taking in a conjunction design. Generation of dialogic (compared with monologic) scenarios was associated with a widespread bilateral network including left and right superior temporal gyri, precuneus, posterior cingulate and left inferior and medial frontal gyri. Activation associated with dialogic scenarios and ToM reasoning overlapped in areas of right posterior temporal cortex previously linked to mental state representation. Implications for understanding verbal cognition in typical and atypical populations are discussed

Methodology for the study of coherent dialogical speech in primary school children with intellectual disabilities

This article analyzes the concept of methodology for the study of coherent dialogical speech in primary school children with intellectual disabilities. After studying the theoretical material on the formation of coherent dialogic speech in younger schoolchildren with intellectual disability, we conducted an ascertaining experiment, the purpose of which was to identify the relationship between the development of coherent dialogic speech and the level of intellectual development of younger schoolchildren with intellectual disability

Психофизиологические предпосылки обучения учащихся четвертого класса французской диалогической речи

This article discusses the main psychological mechanisms of dialogic speech and clarifies the psychological factors that contribute to the successful mastery of French dialogic speech by studentsВ данній статті розглянуто основні психологічні механізми діалогічного мовлення та з’ясувати психологічні фактори, які сприяють успішному оволодінню учнями французьким діалогічним мовленнямВ данной статье рассмотрены основные психологические механизмы диалогической речи и выяснены психологические факторы, способствующие успешному овладению учащимися французской диалогической речь

[v]at is going on? Local and global ideologies about Indian English

ABSTRACTThis article examines local and global language ideologies surrounding a particular phonetic feature in Indian English, the pronunciation of /v/ as [w]. By focusing on how local and global participants – both individuals and institutions – imagine language variation through disparate framings of “neutral” and “standard,” it highlights how processes of globalization and localization are interconnected, dialogic, and symbiotic. Compared are (i) sociolinguistic constructions of Indian cartoon characters, (ii) American “accent training” institutes, (iii) Indian call center and language improvement books, (iv) American speakers’ interpretations of merged IE speech, and, (v) IE speakers’ attitudes about IE, “neutral,” and ”standard” language. The relative social capital of these populations mediates both how each constructs its respective ideology about language variation, and how these ideologies dialogically interact with each other. (Language variation, language ideologies, dialogic, standard language)1</jats:p

Expression of Speech Efficiency in the English and Uzbek Languages

Though a lot of scientific researches have been carried out in rhetoric aspect up to date in the world and uzbek linguistics, this theme has not been studied in the patterns of English and Uzbek dialogic speech as one system. This indicates the necessity of comparative study of gender and linguocultural peculiarities of rhetoric aspect of speech culture, and the linguistic and extra linguistic factors in dialogic rhetoric in the kindred languages

The correlation between the dialogic parental guidance and the intensity of gadget utilization with the development of speaking and linguistic aspect of children at Tadika Puri early childhood education in 2018

Background :Since child development potentially subjects to disorder or deviation, early screening using the Pre-Screening Developmental Questionnaire must be conducted. The research result of Mardina (2016) shows that 8.2% toddlers experience suspect during their speech development. The introduction to gadget which happens too early and the absence of time limit could bring negative impact. Dialogic guidance from parents is highly needed to minimize the negative impact(s) of gadget utilization. This research aims to find the correlation between the dialogic parental guidance and the intensity of gadget utilization with the development of speech and linguistic on early childhood.  Methods :The research design was analytical reseach with cross-sectional arrangement and quantitative approach. It was conducted at Tadika Puri Kindergarten. The size of sample was 35 people with purposive sampling technique. The instruments used were questionnaire and pre-screening developmental questionnaire (PDQ). The data analysis technique used was chi square and logistic regression test. Results :Based on the research results, the majority of 25 respondents (71.4%) received good parental guidance, almost half or 10 respondents (28.6 %) had high-intensity of gadget utilization, while the other half i.e. 11 respondents.  (31.4%) experienced late development in speech and linguistic aspect. P value (0.02) < 0.05, there is correlation between dialogic parental guidance with speech development. P value (0.03) < 0.05 meant that there is correlation between the intensity and the linguistic development. Regression test, p value: = 0.018 < 0.05 , OR =4,307 which meant that intensity has special correlation and has opportunity which is 4 times bigger than dialogic parental guidance.Conclusion :There is correlation between dialogic guidance and the intensity of gadget utilization on the development of speech and linguistic. 

Discourse or dialogue? Habermas, the Bakhtin Circle, and the question of concrete utterances

This is the author's accepted manuscript. The final publication is available at Springer via the link below.This article argues that the Bakhtin Circle presents a more realistic theory of concrete dialogue than the theory of discourse elaborated by Habermas. The Bakhtin Circle places speech within the “concrete whole utterance” and by this phrase they mean that the study of everyday language should be analyzed through the mediations of historical social systems such as capitalism. These mediations are also characterized by a determinate set of contradictions—the capital-labor contradiction in capitalism, for example—that are reproduced in unique ways in more concrete forms of life (the state, education, religion, culture, and so on). Utterances always dialectically refract these processes and as such are internal concrete moments, or concrete social forms, of them. Moreover, new and unrepeatable dialogic events arise in these concrete social forms in order to overcome and understand the constant dialectical flux of social life. But this theory of dialogue is different from that expounded by Habermas, who tends to explore speech acts by reproducing a dualism between repeatable and universal “abstract” discursive processes (commonly known as the ideal speech situation) and empirical uses of discourse. These critical points against Habermas are developed by focusing on six main areas: sentences and utterances; the lifeworld and background language; active versus passive understandings of language; validity claims; obligation and relevance in language; and dialectical universalism

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 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