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Journal articles on the topic 'Interactive discourse'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Hussey, Karen A., Albert N. Katz, and Scott A. Leith. "Gendered Language in Interactive Discourse." Journal of Psycholinguistic Research 44, no. 4 (March 25, 2014): 417–33. http://dx.doi.org/10.1007/s10936-014-9295-5.

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Travis, Catherine. "Bueno: A Spanish Interactive Discourse Marker." Annual Meeting of the Berkeley Linguistics Society 24, no. 1 (August 25, 1998): 268. http://dx.doi.org/10.3765/bls.v24i1.1222.

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Jian Zhao, F. Chevalier, C. Collins, and R. Balakrishnan. "Facilitating Discourse Analysis with Interactive Visualization." IEEE Transactions on Visualization and Computer Graphics 18, no. 12 (December 2012): 2639–48. http://dx.doi.org/10.1109/tvcg.2012.226.

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4

Haller, Susan M. "Representing discourse for collaborative interactive generation." Knowledge-Based Systems 7, no. 4 (December 1994): 274–76. http://dx.doi.org/10.1016/0950-7051(94)90041-8.

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Craig, Holly K., and Tanya M. Gallagher. "Interactive Play." Journal of Speech, Language, and Hearing Research 29, no. 3 (September 1986): 375–83. http://dx.doi.org/10.1044/jshr.2903.375.

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The potential relationship between interactive play and the frequency of related responding to comments was investigated within the dyadic interactions among a 4-year-old Specifically Language Impaired (SLI) boy and normal-language users. The normal-language users were of similar chronological age or language level to the SLI boy. The results indicated that the SLI boy's frequency of related responding was variable but consistently associated with the following: the ratio of other-directed partner turns in play; the frequency of a particular discourse pattern; and the frequency of shared reference across the discourse pattern. Unlike related responses of the SLI child, the frequencies of related responses of normal children were essentially stable. Implications of the differences are discussed.

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Young, R. Michael. "Story and discourse." Interaction Studies 8, no. 2 (June 19, 2007): 177–208. http://dx.doi.org/10.1075/is.8.2.02you.

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In this paper, we set out a basic approach to the modeling of narrative in interactive virtual worlds. This approach adopts a bipartite model taken from narrative theory, in which narrative is composed of story and discourse. In our approach, story elements — plot and character — are defined in terms of plans that drive the dynamics of a virtual environment. Discourse elements — the narrative’s communicative actions — are defined in terms of discourse plans whose communicative goals include conveying the story world plan’s structure. To ground the model in computational terms, we provide examples from research under way in the Liquid Narrative Group involving the design of the Mimesis system, an architecture for intelligent interactive narrative incorporating concepts from artificial intelligence, narrative theory, cognitive psychology and computational linguistics.

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FERRARA, KATHLEEN, HANS BRUNNER, and GREG WHITTEMORE. "Interactive Written Discourse as an Emergent Register." Written Communication 8, no. 1 (January 1991): 8–34. http://dx.doi.org/10.1177/0741088391008001002.

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8

Morell, Teresa. "Interactive lecture discourse for university EFL students." English for Specific Purposes 23, no. 3 (January 2004): 325–38. http://dx.doi.org/10.1016/s0889-4906(03)00029-2.

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Schmied, Josef. "LIMITS OF DISCOURSE: EXAMPLES FROM POLITICAL, ACADEMIC, AND HUMAN-AGENT INTERACTION." Discourse and Interaction 13, no. 2 (December 29, 2020): 89–118. http://dx.doi.org/10.5817/di2020-2-89.

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This contribution looks at modern discourse from two perspectives. It tries to show that the term ‘discourse’ has been expanded over the last few decades to include more phenomena and more disciplines that use it as a basis for their analyses. But it also tries to show that discourse in the sense of effective interaction has met its limits. The fundamental question is: When is discourse real discourse, i.e. more than a series of unrelated utterances and when is it coherent interactive communication? This paper does not intend to provide a new overall theoretical-methodological model, it uses examples from political discourse to demonstrate that popular discourse is often unfortunately less interactive than seems necessary, examples from academic discourse to illustrate that community conventions are being standardised more and more, and from humanoid-human discourse to argue that it is still difficult to construct agents that are recognised as discourse partners by human beings. Theoretical approaches to discuss these limits of discourse include coherence andintentionality. They can be applied to show where lack of cohesion in discourse indicates lack of cohesion in society.

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Liu, Shuting. "A Multimodal Discourse Analysis of the Interactive Meaning in Public Service Advertisement." JOURNAL OF ADVANCES IN LINGUISTICS 10 (March 28, 2019): 1523–34. http://dx.doi.org/10.24297/jal.v10i0.8196.

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On the basis of Kress and van Leeuwen’s Visual Grammar based on Halliday’s Systemic Functional Linguistics, this study explores the interactive meaning in three public service advertisement multimodal discourses, adding evidence to the assumption that Systemic Functional Linguistics can be applied to the multimodal discourse analysis of public service advertisement in a feasible and operational manner.

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Oviatt, Sharon L., and Philip R. Cohen. "Discourse structure and performance efficiency in interactive and non-interactive spoken modalities." Computer Speech & Language 5, no. 4 (October 1991): 297–326. http://dx.doi.org/10.1016/0885-2308(91)90001-7.

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SUN, HAO. "Display and reaffirmation of affect bond and relationship: Invited guessing in Chinese telephone conversations." Language in Society 31, no. 1 (January 2002): 85–112. http://dx.doi.org/10.1017/s0047404502001045.

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This article examines an interactive strategy of invited guessing in Chinese telephone conversations. Oriented toward affect bonding between the participants, invited guessing both indexes and strengthens their relationship. Caller identification, typically perceived as a procedural component in telephone conversation, is shown to be constructed as an interactive process serving social functions as well as a discourse-structural function. Its primary purpose is to signify and enhance rapport-building. The observed interactions present patterns of variation from the proposed universal sequence of telephone conversation openings, suggesting that this discourse structure can respond to variables such as the purpose of the interaction and the relationship between participants in the Chinese context. Finally, invited guessing indicates that relationship constitutes an important cultural variable shaping discourse and interaction in Chinese society.

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HELLERMANN, JOHN. "The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves." Language in Society 32, no. 1 (December 24, 2002): 79–104. http://dx.doi.org/10.1017/s0047404503321049.

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This article examines the interactive import of prosody from a perspective of participants' orientation to talk in interaction, taking advantage of data from institutional discourse to focus on the prosodic packaging of recurring turn sequences of the same discourse activity. The analysis focuses on the third slot of a ubiquitous three-part classroom discourse sequence, the IRF exchange (Sinclair & Coulthard 1975), a site in which teachers make repetitive feedback moves following student responses. Examination of more than 25 hours of classroom discourse and more than 300 third-turn teacher feedback types uncovered a systematic use of prosody for these teacher repetitions that coincides with a teacher's positive assessment of the student response. Further analysis shows that more complex prosodic packaging is used by teachers in their repetitive feedback turns to index other interactive functions.

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Corden, Roy. "Reading-Writing Connections: the Importance of Interactive Discourse." English in Education 34, no. 2 (June 2000): 35–44. http://dx.doi.org/10.1111/j.1754-8845.2000.tb00576.x.

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黑, 玉琴. "The Interactive Functions of Referential Expressions in Discourse." Modern Linguistics 07, no. 04 (2019): 641–48. http://dx.doi.org/10.12677/ml.2019.74084.

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Derin, Tatum, Nunung Susilo Putri, Mutia Sari Nursafira, and Budianto Hamuddin. "Discourse Analysis (DA) in the Context of English as a Foreign Language (EFL): A Chronological Review." ELSYA : Journal of English Language Studies 2, no. 1 (February 26, 2020): 1–8. http://dx.doi.org/10.31849/elsya.v2i1.3611.

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This current study is interested in assessing the trending studies discourse analysis during the last five years in the specific context of English as a Foreign Language (EFL). Using the library research method, this study collected 131,000 results of relevant articles from Google Scholar open-access database. The data then analyse 40 selected articles as its main data with NVivo 12 software to ensure its qualitative. Chronologically, this study described how discourse analysis studies have evolved. At first, solely focusing on using discourse analysis to identify students’ problems in reading comprehension, researchers began to use discourse analysis to examine how teachers authentically perform and propose ways to improve the classroom discourse. Moreover, discourse analysis not only revealed issues that exist between teacher-student and student-student interactive discourses, but also the discourse in the textbooks issued for EFL programmes to raise critical issues.

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Shaifullahh, AR. "Computer-Mediated Discourse Analysis as Language Teaching Material: An Assessment of Exploration for Students Develop Democratic Character." Innovation of Vocational Technology Education 14, no. 1 (April 27, 2018): 1. http://dx.doi.org/10.17509/invotec.v14i1.11040.

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This exploratory study attempts to show the role of linguistic cross-disciplinary studies in the development of a democratic model of language learning in the context of Indonesian society post-reform. Using the case of interactive discourse in Internet as language teaching materials, analysis is conducted using grounded theory methods of text analysis. This study found that verbal signs reflect the equality relations between the media and the power of the responders in interactive discourse on the Internet. Such findings may be clues to the process of democratization in interactive discourse on the Internet. Therefore, this study recommends that interactive discourse on the Internet can be used as teaching materials in language learning in the classroom as part of efforts to build a democratic character of students.

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Barry, Marguerite, and Gavin Doherty. "What we talk about when we talk about interactivity: Empowerment in public discourse." New Media & Society 19, no. 7 (February 2, 2016): 1052–71. http://dx.doi.org/10.1177/1461444815625944.

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This study offers new insights into interactivity by examining its association with empowerment in public discourse. Using data from 20 years of newspaper coverage, a mixed methods analysis reveals different ‘modes’ of interactivity in discourse. Empowerment is the dominant mode of interactivity despite substantial changes in technologies and uses over this time. A content analysis shows that older discourses associate interactivity with specific technologies, while recent discourses use more universal terms. The discourse analysis illustrates the range of empowerment found in different interactive experiences, from basic data access to collaboration across communities, even reaching beyond communication events. The study offers a new model for understanding interactivity and empowerment based on the potential in communications for action, context, strategies and outcomes. This layered and flexible approach has appeal for digital media research and production.

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Wang, Xiong. "Reflection on Mathematics Classroom Discourse: The Perspective of Critical Pedagogy." Education and Linguistics Research 1, no. 2 (August 14, 2015): 1. http://dx.doi.org/10.5296/elr.v1i2.7900.

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<p>A close attention has been paid to classroom discourse by researchers and teachers in the recent years. However, scanty research is conducted on the reflection of the mathematics classroom discourse from the perspective of critical pedagogy. Such angle will be adopted in this paper to address the research gap. The reflection on the mathematics classroom discourse is made by presenting the interactive discourse as an expectation of mathematics classroom teaching and by indicating the exclusive discourse and its costs with recourse to commenting the dominant mathematics classroom teaching. The presentation of interactive discourse and the indication of exclusive discourse are not about to offer a solution to dominant discourse but trigger the further consideration into the discourse in mathematics classroom.</p>

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Manouchehri, Azita. "Using interactive algebra software to support a discourse community." Journal of Mathematical Behavior 23, no. 1 (2004): 37–62. http://dx.doi.org/10.1016/j.jmathb.2003.12.003.

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Yang, Wenhsien. "Evaluative language and interactive discourse in journal article highlights." English for Specific Purposes 42 (April 2016): 89–103. http://dx.doi.org/10.1016/j.esp.2016.01.001.

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Tamrazova, Ilona Gennadievna. "Polymodality of french eristical discourse: experience of interactive research." Политическая лингвистика, no. 4 (2018): 96–103. http://dx.doi.org/10.26170/pl18-04-10.

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Farr, Fiona, and Elaine Riordan. "Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora." Classroom Discourse 3, no. 2 (November 2012): 129–46. http://dx.doi.org/10.1080/19463014.2012.716622.

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Dubois, Betty Lou. "Pseudoquotation in current English communication: “Hey, she didn't really say it”." Language in Society 18, no. 3 (September 1989): 343–59. http://dx.doi.org/10.1017/s0047404500013646.

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ABSTRACTTo investigate discourse and interactive functions ofquote formula+hey+pseudoquotation, that is, invented quotation, in current English communication, tokens were collected from public and commercial broadcasts and miscellaneous readings during a four-month period. In addition, all instances ofheywith context were extracted from the Brown Corpus of American English. Only 26 possible tokens, the majority from radio and television, were located; one instance inBrownindicates existence as early as 1961. A speaker uses quote formula +hey+ pseudoquotation to dramatize and thereby give emphasis to an important point (in these examples, generally in an expository discourse), a practice reported for both sophisticated and folk discourse. Instead of a rhetorical question, the device makes arhetorical answerto an unasked question. Although pseudoquotation can be found either without discourse marker or with other discourse marker,heyis an appropriate marker for pseudoquotation, simultaneously to mark an important point in a discourse and to bind listeners to the ongoing interaction by (re)capturing their attention. (Discourse markers, conversational interaction, pragmatics, dramatization,hey, quotation)

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Zabielska, Magdalena, and Magda Żelazowska. "From breathing difficulty to dyspnea: The translation process from the patient’s story to the doctor’s report in interactive medical case reports." Communication and Medicine 14, no. 1 (August 12, 2017): 69–81. http://dx.doi.org/10.1558/cam.32846.

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The aim of this paper is to study the ‘translation process’ (Fleischman 2001) from the patient’s story into the doctor’s report in interactive case reports from professional medical journals. Interactive case reports are a relatively new development in the genre, which has been postulated by, and adopted in, several publication outlets. The novelty of the variety is the possibility for readers to comment on a published case as well as the optional Patient’s perspective section, in which the patient can share their experience of illness and treatment. In the present paper, a collection of interactive case reports derived from professional medical journals will be examined. The material under study can be seen as a contact situation between the lay discourse of a patient’s narration and the professional discourse of medical description. The comparison and qualitative analysis of the two discourses referring to the same disease event will point to different communicative accents, different means and different effects. Drawing on the tradition of Rhetorical Genre Studies, the paper will also emphasise the many social practices in which the variety is, and can be, used.

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Bi, Mengyuan. "Multimodal Discourse Analysis of News Pictures." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 1035. http://dx.doi.org/10.17507/tpls.0908.23.

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Multimodal discourse analysis is the analysis of different symbolic modes within a text, which breaks through many limitations of traditional discourse analysis to a great extent. This paper takes the visual grammar of Kress and Leeuwen as the theoretical framework, which gives a good explanation of the reproducing meaning, interactive meaning and composition meaning of image discourse, which is also suitable for the analysis of news picture discourse. This paper expounds how other symbolic resources interact with each other, so as to construct a complete text with linguistic symbols, and then convey more social interactive meaning. The results show that visual grammar is feasible and operational in the analysis of multimodal news texts. The background and text of news discourse can be effectively supplemented and explained, and it is of great significance to improve readers' pictures’ reading ability.

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Batool, Muazzma, Tazanfal Tehseem, and Rabia Faiz. "Exploring the Construal of Cultural Hybridity in the Maps for Lost Lovers: A Discourse Stylistics Study." Review of Education, Administration & LAW 3, no. 2 (September 30, 2020): 135–47. http://dx.doi.org/10.47067/real.v3i2.46.

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This study undertakes an analysis of hybrid discourse with the help of discourse stylistics, an approach to the study of literary texts which combines findings from the fields of discourse analysis, conversation analysis and pragmatics. The analysis aims at highlighting how the cultural hybridity which exists in characters is manifested by the linguistic organization of the exchange as interactive process. The study based on cultural hybridity in hybrid discourse shows that the characters ignore their respective position while interaction because both children and parents treat each other as equal sometimes by scorning, criticizing, satirizing, questioning and sometimes by manipulation to foreground their hybrid culture.

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Barnitz, John G. "Toward Understanding the Effects of Cross-Cultural Schemata and Discourse Structure on Second Language Reading Comprehension." Journal of Reading Behavior 18, no. 2 (June 1986): 95–116. http://dx.doi.org/10.1080/10862968609547559.

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Research on second culture and second language reading comprehension is reviewed to support the claim that second language reading is an interactive process, involving the interrelationship of cultural schemata and discourse structure. Studies on content schemata include investigations of the roles of cultural knowledge and second language proficiency in comprehension. Studies on discourse processing include linguistic descriptions of ethnolinguistic discourse patterns (contrastive rhetoric), as well as psycholinguistic comprehension studies on expository prose, story structure, and cohesion. This multidisciplinary review functions as an argument for the roles of cultural schemata and discourse structure in an interactive model of first and second language reading.

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Feng, Jieyun, and Doreen D. Wu. "Changing ideologies and advertising discourses in China." Media Discourse in Greater China 19, no. 2 (July 24, 2009): 218–38. http://dx.doi.org/10.1075/japc.19.2.06fen.

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The present study aims to unveil the changing ideologies in contemporary China from a micro discursive perspective, focusing on a case study of the changing advertising discourses in Nanfang Daily, a typical Communist Party newspaper in Guangdong province, P. R. China. Advertising discourse has long been considered as a socio-cultural artifact and most of the previous researches are confined to its socio-cultural functions. By taking a broader ideological perspective, the present study adopts the fundamental principle of Critical Discourse Analysis (CDA) and developed an integrated framework, which links the value appeals and linguistic practice with an investigation of the different power groups having access to the advertising discourses in two different socio-historical settings of China — 1980 versus 2002. It is found that the danwei-dominated advertising discourses in 1980 were characterized by the prevalent use of utilitarian values and by the rare use of interactive lexico-grammatical features. In 2002, in sharp contrast, the individual-consumption dominated advertising discourses manifested itself with an escalated use of hedonistic value appeals and of interactive linguistic features. The changes in value appeals and linguistic practices reflect that different power groups in the advertising discourses have different needs and interests in the specific socio-historical settings. Finally, the study places the research findings within the landscape of the hybridized and competing ideologies in China and in the accelerated globalization.

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Orsolini, Margherita. "Because in children's discourse." Applied Psycholinguistics 14, no. 1 (January 1993): 89–120. http://dx.doi.org/10.1017/s014271640001016x.

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ABSTRACTThis study explores the role of discourse functions in children's use of because (perchi). The disputes of 172 preschoolers were analyzed in terms of interactive move, argumentative strategies, and communicative acts. Occurrences of because were identified and described. Production of because by the same subjects in the context of teacher-children conversations was analyzed. Results showed that the causal connective tends to co-occur with justification acts and may work as a device that introduces new information and gives emphasis to the speaker's position without providing any reference to causes or motives. Besides working in this perhaps more basic way in discourse, because has the sentential function of linking events to conditions.

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BEREGRAG, Rima, and Khedidja DJELILI. "THE ROLE OF THE INTERACTIVE NOVEL IN MAKING THE DISCOURSE ON TOURISM." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 116–28. http://dx.doi.org/10.47832/2717-8293.6-3.11.

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Travel literature is one of the narratives that the Arabs knew in the past, as it is a historical, geographic and visionary representation of others. The trip works on education. This is what the interactive text Ibn Battuta’s Journey to Dubai Al-Mahrousa by Muhammad Snagleh evokes in intertextuality with Ibn Battuta’s Journey, a Masterpiece of Overseers in the Oddities of the Regions and the Wonders of Travel by Ibn Battuta. If the latter travelled around the countries, the interactive text goes towards anticipating the future time in 2051, to read about the economic and political aspects in Dubai only. This research paper seeks to present a reading that combines the aesthetics of the interactive text with the tourist discourse. To what extent does interactive creativity contribute to the development of tourism? What are the possibilities offered by the blue screen for developing ancient narratives according to a modernist perspective? As for the curriculum, it is the systemic approach and interactive criticism. As so, the research is divided into two sections: 1 - The journey from paper to digital: Snagleh’s digital text consists of three units: the body text and its hyperlinks of a video, including images and sounds, and a pure interactive text for the reader's creativity and interactive participation in a two-track virtual journey. These are either directed to Ibn Battuta himself as a story and paper character, or send to the author of flesh and blood (i.e: Snagleh), editing the experience of the trip to Dubai or writing a comment or opinion. This is one of the suggested images of the interaction between the recipient and the text. 2. The Unsaid in the Discourse on Tourism: Snagleh diversified between spaces by highlighting its merits, and facilitating the means of transportation by air, sea and land. These options increase the persuasive power, and although Dubai is the glass civilization, Snagleh dazzles by showing the cultural coexistence between nationalities. However, he did not realize the overwhelming foreign presence among the natives. Thus, Snagleh’s novel can be counted as a cultural text, the implications of which can be read. Snagleh didn’t use Ibn Battuta as a paper figure as in Barthes’ terms, but as a sufficience. It is a strategic tourist guide, promoting Gulf tourism in Dubai by attracting the recipient with paintings and icons. Hence, literature is no longer a marginal product, but rather an economic industry that moves the wheel of sustainable development and increases its civilization incomes.

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Rido, Akhyar. "THE USE OF DISCOURSE MARKERS AS AN INTERACTIVE FEATURE IN SCIENCE LECTURE DISCOURSE IN L2 SETTING." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 1 (August 29, 2015): 90. http://dx.doi.org/10.15639/teflinjournal.v21i1/90-106.

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The objective of this research is to investigate the function of discourse markers as an interpersonal-interactive feature in a science lecture in second language (L2) setting in Malaysia. This research employs qualitative method while the data are gathered through non-participant observation and videorecording. From the findings, there are various discourse markers found. Macro markers signal the transition of the moves and indicate a shift of one topic/subtopic to another topic/sub-topic. Meanwhile, micro markers signal the internal or ideational relations within sentences. In conclusion, the use of discourse markers will help students to comprehend a lecture.

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LYUBICH, Oleksandr, and Oleksandr STRYZHAK. "Transdisciplinary narrative discourse as a technological basis of financial interaction." Fìnansi Ukraïni 2021, no. 6 (August 4, 2021): 109–28. http://dx.doi.org/10.33763/finukr2021.06.109.

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The conditions for ensuring financial interaction based on the identification and transdisciplinary consolidation of financial resources and technologies are described. For this reason systems of interactive knowledge bases on financial resources and presentation of their semantics based on the formation of growing pyramidal networks in the analysis of financial narratives are outlined . The conditions of stability of systems of such knowledge on the basis of their representation in the format of transdisciplinary narrative discourse are determined. The conditions of atypical representation of linguistic constructs of financial knowledge in the process of their transformation into an interactive knowledge system are determined. The use of lambda calculus notation for the formation of stable states of transdisciplinary narrative discourse is proposed. Financial interaction is determined through the relationship between financial assets and related services. To formalize them, a metacategory of transdisciplinarity is introduced, which is defined in their verbal activity, reflexivity and recursiveness. Moreover, transdisciplinarity defines such hyperproperty as "consolidated information". This allows you to activate in the process of financial interaction, which is manifested in the format of a cognitive-communicative act between the relevant information resources and financial decision makers. The set of transformations of taxonomic diversity of financial documents into the format of narrative discourse is described. Taxonomic diversity is defined as a set of hierarchically related alternatives to provide multicriteria choices in financial decision making. An ontology of the choice problem is given, which provides a correct interpretation of the financial decision. It is proposed to implement financial solutions on the basis of the ontology of the problem of choice.

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Alcón-Soler, Eva, and Deborah Tricker. "The use of ‘well’ in spoken interaction." Australian Review of Applied Linguistics 22, no. 2 (January 1, 1999): 119–33. http://dx.doi.org/10.1075/aral.22.2.08alc.

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In this study the use of "well" as a discourse marker is analysed in sixteen episodes of a television series and in two English language textbooks to illustrate what communicative language teaching can get from work on discourse analysis. Results of the analysis show that the meaning of well as a mainly interactive device signalling acceptance due to modification is present both in television series and in textbooks. However, the analysis also shows an absence of inductive and language awareness approaches to focus learners’ attention on the interactive features of “well” as a discourse marker. Further research is needed in different languages to understand the meaning and use of discourse markers and the implications of these analyses for language teaching.

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Etxeberria, Feli, Verónica Azpillaga, Nahia Intxausti, Asunción Martínez-Arbelaiz, Iñaki Pikabea, and Anat Stavans. "Discourse organization in parent-led narratives." Narrative Inquiry 25, no. 1 (December 31, 2015): 70–90. http://dx.doi.org/10.1075/ni.25.1.05etx.

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This article analyzes parent narratives in Basque and Spanish by means of a story aimed at boys and girls between ages of 3 and 8 in order to investigate the similarities and differences in the narrative input provided by parents, paying attention to structural and organizational features in terms of their narrative forms and functions. We used a quantitative methodology that recorded the frequencies of the different variables under study: narrative length, structure, cohesion (connectors and verb tense), and the types of interaction between adults and children in both languages. The results show differences in narrative input relative to the age of the child and the language used. With older children, parents used a less interactive style in both Basque and Spanish. Furthermore, there are differences in narrative structure as a function of the age of the child: with the 3–4 year olds, more clauses were used to explain the details of the action taking place outdoors. Finally, narratives in Basque made greater use of temporal connectors, while narratives in Spanish used more subordinating connectors.

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Shi-xu. "Understanding the Chinese discourse of human rights as cultural response." Cultural China in Discursive Transformation 21, no. 2 (July 5, 2011): 196–212. http://dx.doi.org/10.1075/japc.21.2.03xu.

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In this paper, I present a theoretical and empirical analysis as well as assessment of Chinese political discourse from a culture-interactive and culture-competitive perspective. Against the background of the common political-economic, and West-centric frame of Chinese communication, it is argued that Chinese political discourse is not in isolation from wider international culture and history and especially the intercultural context of power struggle, but should rather be seen as a dynamic, culturally responsive agent in both localized and globalizing interaction. Accordingly, this perspective is applied to the particular case of the Chinese discourse of human rights in the past two decades. Through this culturally-minded discourse analysis, it is shown that the Chinese discourse of human rights constitutes as a hegemony-resistant response through active participation, claiming conceptual and operational diversity, and direct confrontation in response to especially the American-Western subordinating discourse on the issue, achieving a significant advancement in the human discourse of human rights thereby.

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Shamne, Nikolay, and Anna Petrova. "Interactive Space of Media Political Discourse: Communicative and Multimodal Aspects." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (September 29, 2014): 39–51. http://dx.doi.org/10.15688/jvolsu2.2014.3.5.

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Ionkina, Ekaterina, Tamara Chechet, and Olga Markova. "Interactive Space of Media Political Discourse: Communicative and Multimodal Aspects." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (September 29, 2014): 39–51. http://dx.doi.org/10.15688/jvolsu2.2014.3.6.

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Alvarado, Christine Schuler. "Discourse Styles and Patterns of Participation on ESL Interactive Tasks." TESOL Quarterly 26, no. 3 (1992): 589. http://dx.doi.org/10.2307/3587186.

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O'Halloran, Kay L., Sabine Tan, Bradley A. Smith, and Alexey Podlasov. "Multimodal analysis within an interactive software environment: critical discourse perspectives." Critical Discourse Studies 8, no. 2 (May 2011): 109–25. http://dx.doi.org/10.1080/17405904.2011.558687.

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Dresner, Eli, and Segev Barak. "Conversational Multitasking in Interactive Written Discourse as a Communication Competence." Communication Reports 19, no. 1 (July 2006): 70–78. http://dx.doi.org/10.1080/08934210600588312.

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Suzuki, Satoko. "Review of Involvement and Attitude in Japanese Discourse: Interactive Markers." Corpus Pragmatics 2, no. 4 (May 22, 2018): 425–29. http://dx.doi.org/10.1007/s41701-018-0040-4.

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Smith, Cynthia Marie. "Discuss with your colleagues: Algebra for all: A Discourse on Discourse: Wrestling with Teaching Rational Equations." Mathematics Teacher 91, no. 9 (December 1998): 749–53. http://dx.doi.org/10.5951/mt.91.9.0749.

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The teacher's role in discourse is to initiate and orchestrate classroom interactions that contribute to students' understanding of mathematics (NCTM 1991). Establishing and maintaining this multifaceted role can be difficult. Individual differences in students, teachers. and classroom cultures make it impossible to create steadfast rules for guiding classroom practices. The shared experiences of other teachers—who are also struggling to establish an interactive classroom discourse—are becoming our most valuable resources.

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Krapivkina, Olga, Kseniya Kolesnikova, Irina Borisovskaya, and Elena Taranova. "Addressee as a key factor of courtroom discourse production." SHS Web of Conferences 69 (2019): 00068. http://dx.doi.org/10.1051/shsconf/20196900068.

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The article analyses the role of the addressee as a factor determining discourses of legal professionals. The important role of this factor makes it necessary to account for the effect of the addressee on discourse production, identify linguistic and cognitive mechanisms optimizing communicative interaction of the addresser and the addressee in the courtroom. The focus on the addressee, addressee’s phenomenological experience and knowledge makes legal discursive practices dialogical, and intensifies their interactive characteristics. Special attention is paid to the linguistic cognitive mechanism “transition from the term to the notion” which allows for formation of the shared interpretation context when professionals interact with lay persons in the courtroom setting. Clarity of judicial speeches depends on the ability of the speaker to switch from the professional code to the language of lay people, define legal terms through lay concepts. The novelty of the research is due to the choice of the research trajectory which is based on the issue of the addressee for producing courtroom discourses. The article concludes that the perlocutionary effect of the communication depends on the ability of the speaker to accommodate to lay participants, to the knowledge and expectations of the lay audience.

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Dixon, Steve. "Digits, Discourse, and Documentation: Performance Research and Hypermedia." TDR/The Drama Review 43, no. 1 (March 1999): 152–75. http://dx.doi.org/10.1162/105420499320582213.

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Is digital multimedia the new interface between performance theory and practice? An exploration of hypermedia discourse and documentation supported by the interactive CD-ROM Chameleons 2: Theatre in a Movie Screen.

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Khormaee, Alireza, and Rayeheh Sattarinezhad. "A Critical Discourse Analysis of Radi’s Dramas From behind the Windows and Hamlet with Season Salad Based on Van Leeuwen’s Framework "Representing Social Actions"." Khazar Journal of Humanities and Social Sciences 21, no. 3 (November 2018): 103–19. http://dx.doi.org/10.5782/2223-2621.2018.21.3.103.

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Different representations of social actions create distinct types of discourses. Applying van Leeuwen’s 'Social Actions' framework (2008), the present study critically analyzes the power relations between the main characters of Radi’s dramas From behind the Windows and Hamlet with Season Salad. The objective of our study is to account for the differences between the discourse of the dominant and the discourse of the dominated. In order to elucidate such differences we count and analyze the characters’ social (re)actions and, in turn, identify four types of contrasts: cognitive vs. affective and perceptive reactions; material vs. semiotic actions; transactive vs. non-transactive actions; interactive vs. instrumental actions. Two opposing discourses emerge from these contrasts. On the one hand, the dominant characters mostly react cognitively and their actions are often semiotic, transactive, and interactive. On the other hand, the dominated characters’ reactions are often affective and perceptive, while most of their actions are material, non-transactive, and instrumental. As the results show, the author’s linguistic choices underscore the power relations between the dominant and the dominated characters. Building upon the fact that our analysis sheds light on the underlying ideologies and intentions of the author, we tentatively conclude that despite its being predominantly employed in the analysis of political discourses, van Leeuwen’s framework also proves effective in the critical analysis of literary works.

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Vianna, Rachel de Sousa. "Two Discourse Dimensions for Interpreting Artworks in Classes and Museum Visits: Interactive/Non-interactive; Dialogic/Authoritative." International Journal of Arts Education 8, no. 1 (2014): 1–11. http://dx.doi.org/10.18848/2326-9944/cgp/v08i01/36153.

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Dohrn, Sofie Weiss, and Niels Bonderup Dohn. "The role of teacher questions in the chemistry classroom." Chemistry Education Research and Practice 19, no. 1 (2018): 352–63. http://dx.doi.org/10.1039/c7rp00196g.

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The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions: Student Knowledge, Request, Monologic Discourse, Clarification, Relations and Interaction of Contexts. Overall, these questions create a safe and interactive learning environment. However, the questions are predominantly closed in form. As a result, the students become highly accomplished in recalling facts but have difficulties when higher order thinking is required. The findings suggest that an interactive classroom can be created by using many engaging teacher questions. The six different categories of questions promote the students’ learning process as it gives them authority and entitles them to speak and learn.

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Muttaqien, M. Zainal. "COHESIVE MARKERS IN SOCIAL MEDIA DISCOURSE: CASE IN INDONESIAN FACEBOOK CONVERSATIONS." Linguistik Indonesia 37, no. 2 (September 26, 2019): 185–202. http://dx.doi.org/10.26499/li.v37i2.120.

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AbstractThe emergence of social media as a new channel of communication has produced a new form discourse which has different characteristics compared to the formerly established conventional discourses. These differences do not only lie in how the messages are delivered but also in their structural components which contribute to the unity of the text, namely cohesion and coherence. Cohesion, as the marker of coherence, is realized by language units (words, phrases, or clauses) known as cohesive markers which indicate the relationship between parts of discourse either grammatically or lexically. This article aims at describing the composition and distribution of cohesive markers within the Facebook conversations along with their roles in determining the characteristics of the discourse. The results show that the cohesive system of Facebook conversations are dominated by references, ellipses, repetitions, and conjunctions. The frequent appearances of certain referential cohesivemarkers indicate Facebook conversations as typical of interactive discourse whereas numerous ellipses and particular conjunctionsreflectthe informal mode of communication carried out through the social media.On the other hand, various repetitions show the existence of topical cohesionwithin the conversations.

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Chiluwa, Innocent. "Community and Social Interaction in Digital Religious Discourse in Nigeria, Ghana and Cameroon." Journal of Religion, Media and Digital Culture 2, no. 1 (December 6, 2013): 1–37. http://dx.doi.org/10.1163/21659214-90000022.

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Since the advent of the Internet, religion has maintained a very strong online presence. This study examines how African Christianity is negotiated and practised on the Internet. The main objectives are to investigate to what extent online worshippers in Nigeria, Ghana and Cameroon constitute (online) communities and how interactive the social networks of the churches are. This study shows that some important criteria for community are met by African digital worshippers. However, interaction flow is more of one to many, thus members do not regularly interact with one another as they would in offline worship. Worshippers view the forums as a sacred space solely for spiritual matters and not for sharing social or individual feelings and problems. However, the introduction of social media networks such as Facebook, Twitter, YouTube and interactive forums is an interesting and promising new development in religious worship in Africa.

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