What distinguishes dialogue from monologue. Punctuation marks in dialogue

Dialogue – is a conversation between two or more persons, a form of speech consisting of an exchange of remarks. The main unit of dialogue is dialogical unity - a semantic (thematic) unification of several remarks, which is an exchange of opinions and statements, each subsequent of which depends on the previous one.

Pay attention to the sequential connection of the replicas forming a dialogical unity in following example, where the question-and-answer form assumes a logical progression from one topic addressed in the dialogue to another. (Excerpt from the book “Home Lab”):

Rod tried to express the idea of ​​equipping a home chemical laboratory in the most decisive manner.

- “That’s the only thing we lacked in the apartment,” my mother said sternly. After a short pause, she explained: “Chemistry is stinking gases, explosions, fires and toxic chemicals.”

Ruth, the younger sister, realizing that “chemistry” was an interesting thing, happily clapped her hands.

Dad, as always, took a neutral position and buried his face in the newspaper. True, after a minute he looked out from behind the sheet and said:

- Your proposal, Rod, needs to be carefully thought through and discussed.

Rod was supported by Pal, a student at the Faculty of Chemistry and Biology of the Pedagogical University:

- It is quite difficult to equip a real chemical laboratory at home. This requires a separate room, sophisticated equipment, utensils, chemical reagents and much more. However, setting up a small corner for a young chemist is not difficult.

- If mom allows it,” Pal continued, “we’ll do it.” workplace on the balcony. We will hang an old kitchen cabinet on the wall for reagents and utensils. Instead of a chemistry table, you can put a bedside table.

In this example, we can identify several dialogic units united by a common theme. Dialogical unity is ensured by the connection of various kinds of replicas (formulas speech etiquette, question - answer, addition, narration, distribution, agreement - disagreement).

There are three main types of interaction between dialogue participants: dependence, cooperation and equality. Let's show this with examples.

The first example is a dialogue between a teacher and a student while checking homework:

The teacher calls the student (who, as it turns out later, has not learned the lesson) to the board:

- Kolya, go to the board and write down the reaction equations characterizing the properties of sulfuric acid.

- I didn't learn my lessons today.

- When will you, Sidorov, come to your senses? Sit down two!

The second example is a conversation between two teachers - an example of a dialogue according to the type cooperation(both teachers are concerned about student Sidorov’s poor academic results and are trying to resolve the problem through joint efforts):

- Sidorov again refused to answer at the blackboard today. How to make him study normally?

- You can talk to his parents.

- Ah, it seems to me that we need to interest him in a little creative project. Then, after completing the project, praise him in front of everyone and set him up for further studies in the right direction.

The third example of dialogue represents dialogue-equality, when participants in a dialogue conduct a conversation that is not aimed at achieving any specific result (as, for example, in the previous dialogue):

- What experiments are best used to study the rate of a chemical reaction?

- Here you can show what factors affect speed.

- Yes, but I don’t have all the reagents that are recommended in the methodological literature.

Dialogue is considered as the primary, natural form of speech communication, therefore, as a form of speech, it is most widespread in the field of colloquial speech, but dialogue is also represented in school, scientific, journalistic, artistic and official business speech.

In dialogic speech the so-called universal principle of saving means of verbal expression. This means that participants in a dialogue in a specific situation use a minimum of verbal, or verbal, means, replenishing information not expressed verbally through non-verbal means of communication - intonation, facial expressions, body movements, gestures. However, to develop students’ speech at school, the teacher should still use complete sentences, and demand from students, if possible, complete answers to the questions posed.

The main forms of dialogue in school are various types of conversation.

Monologue can be defined as a detailed statement by one person.

A monologue is characterized by relative length (it can contain parts of the text of varying volume, consisting of structurally and meaningfully related statements) and diversity vocabulary. The topics of the monologue are varied and can change freely as it unfolds.

There are two main types of monologue. Firstly, monologue speech is a process of purposeful communication, conscious appeal to the listener and is characteristic, first of all, of the oral form book speech: oral scientific speech (for example, an educational lecture or report), judicial speech and oral public speech. Most full development the monologue was received in artistic speech.

Secondly, a monologue is a speech alone with oneself, i.e. a monologue may not be directed to the direct listener (this is the so-called “ internal monologue") and, accordingly, is not designed for the response of the interlocutor.

A monologue can be either unprepared, spontaneous, which is typical primarily for the sphere of spoken language, or prepared, thought out in advance.

According to the purpose of the statement, monologue speech is divided into three main types: informational, persuasive and stimulating.

Information speech serves to transfer knowledge. In this case, the speaker must, first of all, take into account both the intellectual abilities of listeners to perceive information and cognitive abilities.

Varieties of informational speech include teacher explanations, lectures, messages, and reports.

Let us give an example of a teacher’s informational speech when studying the topic “Ammonia”. Teacher : Both aqueous ammonia and ammonium salts contain a complex ion - ammonium cationNN 4 + , playing the role of a metal cation. It is obtained due to the fact that the nitrogen atom, having a free (lone) electron pair, can form another additional covalent bond with a hydrogen cation, which passes to ammonia from acid or water molecules. Such a bond is called a donor-acceptor bond.

Write down the diagram formation of a donor-acceptor bond using the example of ammonium ion (slide):

Persuasive speech addressed primarily to the emotions of the listener. In this case, the speaker must take into account his sensitivity. As an example I will give introductory remarks teachers when studying the topic “Ammonia”.

Teacher: Guys, you probably know that the state's strategic food reserves in case of emergencies are stored in huge refrigerated warehouses. Ammonia is used as a refrigerant. Ammonia is the most important nitrogen compound, which has wide practical applications in other industries, in medicine and even in everyday life. Therefore, every literate person should know the properties of this substance and be able to use it in practice. Write down the topic of the lesson:"Ammonia. Ammonium salts."

Motivational speech is aimed at inducing listeners to various kinds of actions. At school this type of speech has special meaning, since teachers at almost all stages of the educational process encourage students to take specific actions.

As an example, I give the teacher’s phrases when summing up the explanation and consolidation of knowledge in the lesson.

Teacher: -Write down the formulas of the following substances: ammonium sulfate, ammonium phosphate, ammonium hydrogen phosphate, ammonium dihydrogen phosphate.

- Write down the reaction equations for the following transformations: Nitrogen→ ammonia → nitrogen monoxide→ nitrogen dioxide→ nitric acid→ Ammonium nitrate.

A teacher’s monologue in a lesson is a form of speech that always strives for dialogue; in this regard, any monologue can have means of its dialogization, for example, appeals, rhetorical questions, a question-and-answer form of speech, i.e. everything that can increase communicative activity students, provoke their response, activate thinking and attention.

Let's consider the features of constructing a monologue speech of a chemistry teacher when explaining new material using a specific example (suggested student answers are given in parentheses and underlined).

Teacher: First of all, let's study the structure of the ammonia molecule NH 3 , which consists of nitrogen and hydrogen atoms.

Once again, look at the diagrams of the structure of an atom and a nitrogen molecule (drawn in your notebook in the last lesson).

- How many electrons are contained in the outer energy level nitrogen atom? (Five ).

- Name the number of valence electrons taking part in the formation chemical bond in a nitrogen molecule. (Three electrons ).

Let's consider the electronic structure of the ammonia molecule(slide ).

Write the diagram in your notebook:

- What type of chemical bond is in the ammonia molecule? (Covalent polar bond ).

- To which atom in the ammonia molecule will the electron density be shifted and why? (Three common electron pairs are shifted towards the more electronegative nitrogen atom; as a result of the displacement of electron pairs, a polar covalent bond appears ).

Thus, monologue and dialogue are considered as two main types of speech, differing in the number of participants in the act of communication. Dialogue as a way of exchanging thoughts between communicants in the form of replicas is the primary, natural form of speech, in contrast to a monologue, which is a detailed statement by one person. Dialogue and monologue speech can exist both in written and oral form, but fundamentally writing There is always a monologue, and the basis of oral is dialogical.

The most important function of language is to serve as a means of communication. People exchange greetings, argue and agree, make phone calls, make speeches in front of the public, not suspecting that they are entering into dialogues or using the principle of monologue construction of speech. Monologue and dialogue are methods of verbal exchange of information that differ in structure and content.

Definition

Monologue- a way of constructing speech in which the speaker, in the form of reflection, appeal or assessment of someone’s actions, conveys his state of mind. The monologue is structural element many literary works, first of all – dramatic ones.

Dialogue– verbal communication between two or more persons, the structure of which consists of a sequential alternation of remarks perceived by ear or recorded in the form of direct speech. This way speech organization serves for exchange of opinions or useful information.

Comparison

A monologue is a speech spoken out loud and addressed to a real or imaginary interlocutor, in which the innermost thoughts are conveyed and the emotions of the speaker are expressed. Speech situation using a monologue is built on the principle speaker - listener.

A monologue is pronounced by one person and does not imply a response from other participants directly during the speech process. verbal communication.

A dialogue involves two people: it is a conversation, an argument, a discussion in which different opinions are expressed regarding the topic of communication or contains additions and confirmations of the thoughts expressed. The dialogue consists of individual phrases - replicas, each of which represents a structurally complete semantic whole.

Dialogue - main speech component interpersonal communication. It is clearly structured, logical and consistent. A monologue is always self-expression, which does not necessarily contain semantic and syntactic order.

Conclusions website

1. Monologue is the speaker’s speech in which no response is expected from the interlocutor. Two people participate in a dialogue.
2. The monologue is addressed to the listeners or the intended interlocutor. Participants in the dialogue address phrases to each other.
3. Monologue is a way of verbal self-expression. Dialogue is an important communicative element of speech.
4. The dialogue is structurally divided into replicas. Monologue – unified in semantic and structurally speech fragment.

Please comment.

Its mechanisms

The concept of coherent speech. The psychological nature of coherent speech,

Formation of coherent speech in preschoolers

Main directions speech development preschoolers

Task:1. Read carefully. 2. Number the main ideas.

& Under liaison speech is understood as a segment of speech that has a significant length and is divided into more or less complete (independent) parts; a semantically expanded statement that ensures communication and mutual understanding.

Connectedness according to S.L. Rubinstein, is “adequacy speech design thoughts of the speaker or writer from the point of view. her understandability for the listener or reader." Coherent speech is such speech that can be understood on the basis of its own subject content.

Coherent speech, according to N.P. Erastov, is characterized by the presence of main groups of connections:

– logical – the relation of speech to the objective world and thinking;

– functional-style – attribution of speech to communication partners;

–grammatical– the relationship of speech to the structure of language.

Table 2

objective world, attitude towards the addressee and compliance with the laws of language. Consciously mastering the culture of coherent speech means learning highlight in speech various types connections and connect them together in accordance with the norms of speech communication.

Speech counts liaison, if it is characterized by:

– accuracy(true depiction of the surrounding reality, selection of words and phrases that are most suitable for the given content);

– logic(consistent presentation of thoughts);

– clarity(understandability for others);

– correctness, purity, wealth(diversity).

According to researchers, there are two types of coherent speech - dialogue and monologue, which have their own characteristics (Table 2)

Despite the differences, dialogue and monologue are interconnected. In the process of communication, monologue speech organically intertwined into a dialogical one. A monologue can acquire dialogical properties, and a dialogue can have monologue insertions, when, along with short remarks, an extended statement is used.

The development of coherent speech is one of the main tasks of the speech development of preschool children. Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, grammatical structure. This position is reflected in studies that emphasize the connection of this or that section with the development of coherent speech.

The stock of words, work on the semantic side of the word help to express the thought most accurately, completely, figuratively (E.M. Strunina, A.A. Smaga, A.I. Lavrentieva, L.A. Kolunova etc.). The formation of a grammatical structure is aimed at developing the ability to express one’s thoughts in simple, common, complex and complex sentences, use correctly grammatical forms gender, number, case (A.G. Tambovtseva-Arushanova, M.S. Lavrik, E.A. Federavichene, etc.). When raising sound culture speech becomes clear, intelligible, expressive (A.I. Maksakov, MM. Alekseeva etc.).

Form of coherent speech in different stages can be different, it develops with general development consciousness and personality of the child. If a child beginning to speak, the external form of coherent speech can be an undifferentiated word, with the help of which he strives to convey his still undifferentiated thoughts, his feelings and influence the listener, then already in senior preschool age, coherent speech develops so much that it becomes completely differentiated character.

How coherent speech develops is revealed in their research by S.L. Rubinstein and A.M. Leushina.

They believe that The development of a child’s speech begins with his communication with adults in the form of conversation. This communication is based on What see both talking. The commonality of the immediate situation leaves an imprint on the nature of their speech, freeing them from the need to name what both interlocutors see. The speech of a child and an adult is characterized incomplete sentences. First of all, it expresses an attitude, which is why it contains a lot of exclamations (interjections). The name in it most often replaced personal and demonstrative pronouns.

Speech that does not fully reflect the content of thought in speech forms, the researchers called situational speech yu. The content of situational speech becomes understandable to the interlocutor only if he takes into account the situation, the conditions in which the child is speaking, his gestures, movements, facial expressions and intonation.

little child masters first of all colloquial speech relating to what is directly seen, therefore his speech is situational. But already throughout preschool age Along with this form of coherent speech, another form arises and develops, called contextual speech . Its content is revealed in the very context of speech, making it understandable to the listener. It's more perfect form coherent speech develops in a child due to changing social relations. As a preschooler develops, his relationships with adults are restructured, and his life becomes increasingly independent. Now the subject of conversation between a child and an adult is no longer only the fact that they are both in at the moment they see, they experience. For example, at home a child talks about what he did in kindergarten, but what his family didn’t see. Previous means of situational speech do not help the clarity and accuracy of his speech. The mother does not understand what the child is trying to tell, she asks him questions, and he must name what she did not see. In other words, changed public relations They demand from the child greater completeness and accuracy of presentation so that others can understand him; they give rise to his desire to find new words in order to satisfy his need for communication. Thus, according to S.L. Rubinstein and A.M. Leushina, are being created preconditions for teaching a child coherent speech.

By enriching his vocabulary, the child begins to use the names of objects more widely and masters an increasingly complex structure of speech, which allows him to express his thoughts more and more coherently.

Situational speech does not disappear with the advent of contextual speech, but continues to exist not only in children, but also in adults. In the child’s mind, these forms of speech are gradually differentiated. They are used depending on the subject content of the story, the nature of the communication itself, and the setting. Both forms of coherent speech have their own coloring: situational speech is different great strength expressiveness, emotional expressiveness; contextual speech is more intellectualized A.

Despite the fact that in most cases situational speech has the nature of a conversation, and contextual speech has the nature of a monologue, according to D.B. Elkonina, it is incorrect to identify situational speech with dialogical speech, and contextual speech with monologue speech, since the latter may have a situational character.

Researchers have found that the characteristics of children’s coherent speech depend on three conditions and, above all, from then th, the child communicates with adults or peers. It has been proven (A.D. Ruzskaya, A.E. Reinstein, etc.) that when communicating with peers, children use complex sentences 1.5 times more often than when communicating with adults; Almost three times more often they resort to adjectives that convey their ethical and emotional attitude towards people, objects and phenomena, and 2.3 times more often they use adverbs of place and manner of action. Children's vocabulary in communication with peers is characterized by greater variability. This happens because a peer is a partner, in communication with whom children, as it were, test everything they have appropriated in communication with adults.

The ability to change your speech also depends from which to which it is addressed to the child. For example, a four-year-old child, when talking to two-year-olds use shorter and less complex sentences than when talking to a child who is older than him.

The speech motive “for what am I speaking” (L.S. Vygotsky) arises in children if available emotions related to vivid impressions, interest in the tasks that the teacher offers, as well as in the presence of listeners, because Preschoolers do not want to talk into space, “to nowhere.”

Successful development coherent speech is impossible if the child answers only out of the need to complete the teacher’s task (the teacher asks - you must answer). During teaching, when each statement is motivated only by submission to the authority of the teacher, when coherent speech represents only “complete answers” ​​to endless questions, the desire to speak out (the motive of speech) fades away or weakens so much that it can no longer serve as an incentive for children to speak out.

è In order for children to speak vividly, emotionally, and interestingly, so that they strive to improve their speech, it is necessary to “introduce children into the role captivating storyteller».

In particular, in work V. V. Gerbova an increase in the level of coherence of speech and its development was recorded in children when they understood importance of the task, felt the need for a coherent statement. So, during the “Toy Store” lesson, the children were explained that, in order to buy a toy, they should talk about it. Pay for this thing-Detailed interesting story. During the lesson “Your advice is urgently needed,” children were asked to give advice on what cups to buy for the kids, etc.

In the study M.S. Lavrik a situation of written speech was proposed, when the child dictated his story, and the adult wrote it down, to then read it to the kids, include it in an album, or send it to a sick peer. Interesting examples there is L.V. Voroshnina, E.P. Korotkova and others.

The nature of coherent speech also depends on the nature of the topic and its content. Children's stories about a vividly experienced event are most situational and expressive. In stories on a topic where generalization is required not only personal experience, but also knowledge in general, situationality is almost absent, the story becomes richer and more diverse in its syntactic structure. As soon as children break away from personal experience, the excessive detail that burdens the story disappears. Direct speech often appears. Story on free topic very situational and often consists of a number of links interconnected only by external associations.

Among other things, the nature of a particular statement affect mood emotional state and the child’s well-being.

All of the above conditions must be taken into account by teachers so that teaching coherent speech is conscious.

Exercise:1. Make up questions for this paragraph

Monologue, monologue speech(from mono and Greek lygos - word, speech). A type of speech that is completely or partially unrelated (unlike dialogical speech) to the speech of the interlocutor in the content and structural context.

Dialogue speech- a genre consisting of a regular exchange of utterances-replicas, on linguistic composition which are influenced direct perception speech activity of the speaker by the interlocutor.

The structure of the communication process.

The structure of communication can be characterized by distinguishing three interrelated aspects in it: communicative, interactive and perceptual.

Communication side communication consists of the exchange of information between communicating individuals. Involves the use of means of communication, divided into verbal and non-verbal. In addition, it is also characterized by a certain structure.

During an act of communication, there is not just a movement of information, but a mutual transfer of encoded information between two individuals - the subjects of communication. Therefore, communication can be schematically depicted as follows: S S. Consequently, there is an exchange of information. But people do not just exchange meanings, they strive to develop general meaning. And this is only possible if the information is not only accepted, but also comprehended.

Communicative interaction is possible only when the person sending information (communicator) and the person receiving it (recipient) have a similar system of codification and decodification of information. Those. “everyone must speak the same language.”

In the context of human communication, communication barriers may arise. They are social or psychological in nature.

The information itself emanating from the communicator can be motivating (order, advice, request - designed to stimulate some action) and stating (message - takes place in various educational systems).

3 – b) Means of communication.

For transmission, any information must be appropriately encoded, i.e. it is only possible through the use sign systems. The simplest division of communication is verbal and non-verbal, using different sign systems.

Perceptual side communication means the process of perception, knowledge of each other by communication partners and the establishment of mutual understanding on this basis.

Interactive side communication is the exchange of not only knowledge, ideas, but also actions. This is an interaction between people that involves a certain form organizations joint activities(agreement, adaptation or competition, conflict). This is a characteristic of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. There are two types of interactions – cooperation and competition. Cooperative interaction means Coordination of forces of participants. Cooperation is a necessary element of joint activity and is generated by its very nature. Competition – one of its most striking forms is conflict.

Lesson 3. How to distinguish a dialogue from a monologue?

Goals: introduce termsdialogue Andmonologue", develop the ability to formulate dialogue.

Planned results: students will learn to distinguish between dialogue and monologue; collaborate with classmates to complete educational task; argue your position; evaluate actions from the point of view of generally accepted rules of “good”, “safe”, “beautiful”, “correct” behavior.

Lesson progress

I. Organizational moment

II. Updating knowledge Spelling minute

(Writing on the board.) Wolves are prowling, looking for food.

- Read it. Tell me, is this a sentence or a group of words?(The sentence because it makes sense. We understand that it talks about wolves. The sentence is written with capital letters, there is a period at the end.)

- Write down the proposal. Underline the spellings in the sentence.

- What rule do you need to remember in order to spell words correctly?(SHU "write with the letter U.)

- What similar rule do you know? (Write CHU with the letter U.)

- Name more words that have this spelling. Write down three words. Underline the spelling.

III . Self-determination for activity

- Compare the two types of speech.

1) -Why are you so gloomy?

The caftan was burned.

- How big is the hole?

- One gate remains.

2) I burned through the caftan so that only one collar remained.

- How are they similar? How are they different?(They are similar in that they talk about the same thing. They differ in that in the first version one person asks and the other answers. In the second version one person tells.)

IV. Work on the topic of lesson 1. Work from the textbook

- Open the textbook on p. 10 and read what the conversation of two persons is called and what the speech of one person is called.

- What question should we answer at the end of the lesson?(How

distinguish dialogue from monologue?) Ex. 6 (With. 10-11).

- Read the assignment.

- What is the name of the fairy tale?(“Terem-teremok”^)

- Prove that this is a dialogue.(Two people speak characters A.)

Who's asking?(Jumping flea.)

Who is responsible?(Burn fly.) (Reading in pairs.)

- Who guessed what the “-” sign is used for?(Separates the words of each speaker.)

- Read what you need to pay attention to.

- Write down the dialogue. Find words with the spelling “Combinations ZHI and SHI.” Indicate the spelling.

- Which words have the spelling underlined?(Lives, lives.) Ex. 7 (p. 11).

(Work in pairs: optionI- Kolobok, optionII- Fox. Then a dramatization of the fairy tale “Kolobok”.)

- Read the information on the “Page for the Curious” yourself.

- From what language did the words “dialogue” and “monologue” come to us?

- What parts do they consist of and what do they mean?Ex. 8 (p. 12).

- Read an excerpt from a fairy tale.

- Is this a dialogue or a monologue?(Monologue, as one person speaks.)

- To whom is the monologue addressed?(To the bird.)

- Write down the first sentence with pronunciation.

2. Vocabulary Job

- What “polite” word does Thumbelina say?(Goodbye.)

- Why is the letter O highlighted?(We hear the sound [A], write the letter-voo.)

- What word is close in meaning when we say goodbye?("Goodbye".)

- Write this word down.

- Write words related to the wordGoodbye. Emphasize the letter O.(Farewell, said goodbye, farewell.)

V . Physical education minute

The wind blows in our faces

(Wave your arms at yourself.)

The tree swayed.

(Swing left and right.)

The wind is quieter, quieter, quieter,

(Sit down.)

The tree is getting higher and higher.

(Stand on your toes and stretch up.)

VI . Reinforcing the material learned

Ex. 9 (p. 12).

- Read the task and say what you need to do in the exercise.

- Read the text.

(The text is read by a student with good reading skills.)

- What is this - dialogue or monologue?(This is a dialogue, three characters speak.)

- How do you understand the last remark?(You can’t reproach, you shouldn’t be greedy and offend a person.)

- Write her off. ---- .

VII . Reflection Ex. 10 (p. 13).

- What drawing can be used to compose a monologue?(According to the second picture: one hare is bragging, the others are listening.)

- What picture can be used to create a dialogue?(According to the first picture, since two people are talking: Kolobok and the Wolf.)

(The first row makes up a dialogue for the first picture, the second row makes up a monologue for the second picture, the third row prepares an answer to the question: in what cases do we use dialogue in speech, and in what cases do we use monologue? Children read out 2-3 answers from each row. The teacher evaluates the answers.)

VIII . Summing up the lesson

- How to distinguish a dialogue from a monologue?(IN oral speech: if two or more characters speak, it is a dialogue. In written language, dialogue can be distinguished by the dash that separates the words of each speaker.)

Homework

Execute exercise 11 (p. 14).