Psycholinguistic Aspects of Formation of Culture of Dialogical Communication

Abstract

Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described.
 Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation.
 Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article.
 Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication.
 Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.

RETRACTED: Psychological and pedagogical preparation of the future teacher for the development of dialogical speech of primary school children

“…Researchers have also proved that dialogue is a form of a communicative act, which is the most common since it is the implementation of text categories, their interpersonal relationships are manifested, communicative strategies can arise, etc. (Vaskivska et al, 2019). Dialogic speech is situational, where verbal statements are generated by interlocutors during communication.…”

“…Furthermore, it is important to create in future teachers an incentive to use pedagogical innovations in the field of dialogic learning and an attitude to active dialogic interaction. Researchers focus considerable attention on the development of students' knowledge that reflects life experience, is the subject of dialogue (Muhonen et al, 2017); emphasising contradictions in the practice of training personnel in pedagogical universities; studying the components of teacher's pedagogical skills (Fomin, 2021); determining the level of knowledge of future primary school teachers about dialogic speech, their ability to apply this knowledge in speech development of schoolchildren with mental disorders (Vitvytska, 2015); characterising the psycholinguistic features of dialogic communication, studying dialogue units as a means of shaping a communication culture (Vaskivska et al, 2019).…”

Students’ Critical Thinking Skills Development Within Pedagogical Specialties of Master's Educational Level in the Content of the Discipline «professional Communication in a Foreign Language»

“…Speaking about students' critical thinking skills development within pedagogical specialties of master's educational level in the content of the discipline «Professional communication in a foreign language», we stress upon the necessity to form a culture of dialogical communication creating situations of empathy (Vaskivska, Palamar & Poriadchenko, 2019), to develop the leader's quality by means of foreign language tools (Sytnyk & Labunets, 2019).…”