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http:www.followtalk.cominformation2005112395522.htm From the explanation of the influence of intonation in questions, it is clear
that the use of the elicitations also have a strong relation with the application of the tone. Meanwhile, the use of certain tone also shows that it has a relation with
the speaker’s intention to get the prospected response from the addressee.
4. The Subclasses of Elicitations
The functions of the elicitations can be identified from the types. Meanwhile, the types of the elicitations are drawn from their subclasses. In
addition, the discourse of an utterance named elicitations depends not only on the intonation, but also on the situation, and who knows what Brasil 1985; in Tsui
1994: 84. Thus, Tsui 1994 divides the subclasses of the elicitations according to the different responses prospected. They are:
a. Elicit: inform
This first subclass consists of elicitation, which invite the addressee to supply a piece of information or an information-seeking elicitation. Since the
illocutionary intent of elicitation is to get a piece of information from the addressee, it presupposes that:
1. The speaker does not have the information and wants to sincerely;
2. The speaker has the need and the right to ask for the information;
3. The speaker has reason to believe that the addressee has the
information;
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4. The speaker has reason to believe that the addressee is willing to
supply the information. The example taken from The Day After Tomorrow is as follows:
Jack Hall :
I love that picture. Dr. Lucy Hall : Yeah, so do I.
Jack Hall : Where was that taken?
Dr. Lucy Hall : Miami Jack elicits information from Lucy when both are talking about Sam’s
picture. Jack wants to know where the picture was taken to Lucy. Thus, Jack has presupposition that Lucy knows the information and is willing to supply the
information to him. Lucy who knows that gives a positive response to Jack by giving the information that Jack elicits.
b. Elicit: confirm
This second subclass consists of elicitation, which invite the addressee to confirm the speaker’s assumption. The illocutionary intent of an elicitation for a
confirmation is to get the addressee to confirm that the speaker’s assumption is correct. It presupposes that:
1. The speaker believes that the expressed proposition is true, but certain
things in the context have led him to doubt his belief. 2.
The addressee is able to and will confirm that the speaker’s assumption is true.
The example taken from The Day After Tomorrow is as follows:
Jack Hall :
You guys okay?
Frank Harris : Yeah.
Jason Evans :
Yeah.
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Jack, Frank, and Jason are driving to New York to get to Sam when their truck suddenly hits the snow just north of Philadelphia as the ice and snow
become too deep. Therefore, Jack as the boss elicits a confirmation to Frank and Jason to confirm their condition that they are all right. Both of them give a
positive response by giving a confirmation that they are okay. c.
Elicit: agree This third subclass consists of elicitation, which invite the addressee to
agree with the speaker’s assumption that the expressed proposition is self- evidently true. It initiates what Brazil refers to as ‘world-matching’ exchange
Brazil 1984: 36; in Tsui 1994: 86 or in Labov and Fanshel’s terms an exchange about an ‘AB-event’ 1997: 80; in Tsui 1994: 86. The illocutionary intent of an
elicit: agree is to get the addressee to agree with the speaker’s assumption that the express proposition is self-evidently true. It presupposes that:
1. The speaker believes that the expressed proposition is self-evidently
true; 2.
The addressee will agree with the speaker. The example taken from The Day After Tomorrow is as follows:
Terry Rapson : I enjoyed your testimony, professor. It was very spirited.
Jack Hall : Oh, thank you. Thats what were here for, right? Put
on a good show?
Terry Rapson : Quite.
The elicitation on the dialogue above delivered by Jack belongs to the subclass of elicit: agree. This type of elicitation functions to get the addressee to
agree with Jack’s assumption that his express proposition is self-evidently true.
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Here, Profesor Rapson provides a positive response by giving an agreement to Jack.
d. Elicit: commit
This fourth subclass of elicitation is different from the above three subclasses in that, in addition to a verbal response, it also elicits commitment of
some kind. In other words, this kind of elicitation not only invites an obligatory verbal response, but also invites commitment on the part of the addressee to
further interaction. This subclass bears strong similarly to request, in the sense that if responded to positively, it will involve commitment to a further action or a
further exchange. There is, nevertheless, an important difference: a verbal response is obligatory in elicit: commit whereas it is not in requests. Thus, the
illocutionary intent of an elicit: commit is to get the addressee to produce a verbal response which will commit him to the production of a further exchanges or a
future action. It presupposes that: 1.
The speaker sincerely wants the addressee to commit himself; 2.
The addressee may be able and willing to commit himself. The example taken from The Day After Tomorrow is as follows:
Terry Rapson :
I was wondering if I could talk to you about your theory on abrupt climate shift. The names Rapson.
Terry Rapson.
Jack Hall :
Professor Rapson? Of the Hedland Center?
Terry Rapson :
Thats me. Jack Hall
: Ive read your work on ocean currents.
Terry Rapson : What do you say to a spot of tea?
Jack Hall :
Absolutely. If we can hail a cab. The type of the elicitation in the dialogue above is an elicit: commit. Here,
after a small talk and an introduction, Professor Rapson elicits a commitment to
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Jack to meet for a cup of coffee to discuss Jack’s findings. From his elicitation means that Professor Rapson already has presupposition that Jack will agree. Jack
who agrees with that invitation gives a positive response by committing himself to do so.
e. Elicit: repeat
This fifth subclass consists of elicitation, which prospect a repetition of a preceding utterance or preceding utterance. It is realized by wh-interrogatives
such as “whowhenwherewhat did you say?” or words such as “Sorry?” “Pardon?” or “Huh?” It should be noted, however, that the utterance “What did
you say?” realizes an elicit: repeat only when ‘what’ is prominent and usually spoken with rising tone. The example taken from The Day After Tomorrow is as
follows: Dr. Lucy Hall
: Is Peters ambulance here? Nurse :
No. Dr. Lucy Hall
: Why? Nurse
: Theyve all gone.
Dr. Lucy Hall : What?
Nurse : In the confusion ... I dont know what happened. People
started to panic, and they left... Here, Dr. Lucy Hall who is responsible for her young patient named Peter
elicits a repetition from the nurse as what that nurse has informed in her preceding utterances surprises Dr. Lucy Hall. Thus, the nurse gives a positive response by
repeating her preceding utterances and giving a more explanation to Dr. Lucy Hall.
f. Elicit: clarify
This sixth subclass consists of elicitation, which prospect the clarification of a preceding utterance or preceding utterances. It has a greater variety of
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realizations. It can be realized by wh-interrogatives such as “What do you mean?’ “Which room?” Or “Where?” uttered with a rising intonation. The example taken
from The Day After Tomorrow is as follows: Jason Evans
: Whats going to happen to us?
Jack Hall : What do you mean?
Jason Evans :
I mean us? Civilization? Everyone? The type of the elicitation above belongs to the subclass of elicit: clarify
as Jack Hall elicits a clarification of Jason’s preceding utterances. That elicitation occurs since Jack is confused of what Jason mean in his preceding utterances.
Thus, Jason gives a positive response by clarifying his preceding utterances.
5. Responses and Challenges to Elicitations
