• I.P. Suima Oles Honchar Dnipro National University
Keywords: .


Communication as a linguistic phenomenon was dealt with in different aspects in a wide range of scientific researches connected with the structure and semantics of dialogue parts, speech act theory, question-answer unity etc. In the process of foreign language training to the implementation of dialogues as a significant element of conversational skills practice a great attention is usually paid. According to the Oxford English Dictionary, dialogue is a literary and theatrical form consisting of a written or spoken conversational exchange between two or more people [2]. While analyzing the proposed definition, it is possible to mention that the answer or reaction to the question or statement (addressed phrase) is a considerable part of the dialogue, especially educational one, because due to this reaction the student can show his/her command of language. These syntactic units are identified as the “responsive sentences” or “responsives” (Eng. Response)[1]. The term “responsive sentence” can be introduced not only for question-response structure, but also may be used to identify the syntactic unit used as a reaction on any expression: interrogative (And where have you been ? – Nowhere;  Can you help me? – I'm on the phone), declarative (There's no way we'll make this plane. It leaves in 45 minutes. – Think positive!; — He thinks I'm guilty. — That's not what's important), exclamatory (Congratulations! We did it!; Julie! I’ll speak with you later!), and imperative (Get upstairs now. – Why?;  Do it! – Why me?). 

Author Biography

I.P. Suima, Oles Honchar Dnipro National University

Translation and Linguistic Training of Foreigners Chair, Oles Honchar Dnipro National University



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How to Cite
Suima, I. (2018). PLACE OF THE RESPONSIVE SENTENCE IN THE EDUCATIONAL DIALOGUE. Linguistics. Lingvoculturology, 12(2), 45-60. Retrieved from