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

10 (3) 8 ... 22 „„.//Malet ha-; produced a a .REVISED CONSTIlíSriONB 23 // EHR 13 ?A Lb i .7 //School of YÍnOISH». 25 in //which • id :mj ii the no in POINT Ü 26 of //my • of //my Cm] //what triggered the whole thing ÜFF* 27 * was when * A 28 * // YES m * Sol .2 It must be noted that the same items seem to appear in different functions in conversations, so it seems to be sensible to include them simultaneously into different sub-classes. This holds for aha and yes e.g. We take it that with rising tone they both imply audition /as in (2), (3) above/, whereas with falling tone the same items imply understanding as well as listening and they will he included in 1.2, too. Such items as uhuh

8 mm, yea

h., etc, may occur in different places within the first speaker's utterance, either at the end of a clause or In the middle of it, but in most cases at the end of tone units. Stubbs claims (1903:190) that they often simply fit into the phonological rhythm of the discourse. 1.2 "I understand what you've just said" There are some rejoinders by which the listener not only implies his interest but also claims his understanding of the message of the preceding utterance. The semantic feature "support" is stronger fiere than with "audition markers". In our example (ft) speaker 'a* is not only carefully listening but alsó thinking together with 'A' (see his vocalization : in 455), and when 'A' manages to find owt the name of the restaurant he confirms it by his supporting utterance [p ^ 3 ]7The listener's Ca") utterance in 457 seems to be akin in its semantic features to "I know" fl 7.7/ or "I remember now"» (4) A ...«51 we // WENT for a real // S?F TERM ARO S C3 452 // at - O) :m 7 - - - // W & 453,// place in« BAKER Streets «5ft that's