Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 1989. 19/3. (Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 19)

M. Deli, Ágnes: On the functions of Oack-ChanneLing

- 417(27) (talking about a hieroglyph) A 150 />:m 7 //well it was SUME

(MINO Ü • 151 //probably * Ei k c 152 x 5 * equals A 153 //equals S log W c 154 that's it C m 7 - ^ S.l.

11 Examples (23) - (27) can hardly be called pure back-channelling. We argue liere that they represent the final category in a cline of utterences manifesting the listener's (= second speaker) interest and support, arid express the largest possible extent of the second speaker's support, as well as involvement in the conversation. As in the case of back-channel items 'yes', 'quit

e' and 'no

' in examples (21), (22) and (23) the overlapping of functions is not undetectable: vre shal

1 consider them as representatives of transition from back-channel 1 ing to expressing opinion on the part of the second speaker. References 1. Bellack

, A. A.

, U. H. Kliebard, R. 1. Hyinan and f . L

. Smith, 1966. The language of the classroom. New York: Columbia Teachers College Press 2. Coultnard, M.

, M. Montgomery and 0. Brazil. 1901. Developing a description of spoken discourse, Studies in discourse analysis, 1 50, Ed. by M. Coulthard and M. Montgomery. London: Rou Hedge and Kegan Paul 3. Crystal, D and 0. Davy. 1975. Advanced Conversational English. London: Longman 4. Duncan, 5. 13/3. Towatd a grammar for dyadic conversation, Semiotica 9 : 29-46 5. Duncan, 5, and G. Niedeiehe. 1974. On signalling that it's yout turn to speak, Journal of experimantal social psychology 10 : 234-2A7