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first and second moves is shown by the conjunction but. This kind of prolonging speech function is classified into extension.
17R: rejoinder: 188
Teacher i Who wants to make a big
tracking: mountain?
clarifying ii Yane?
R: responding: 189a Bela i Yane – Yane wants
reply: answer
C: prolong:
189b ii
But Yane can not. extension
C: prolong:
189c iii
So, I help him. enhancement
Turn 189b produced by Bela had the same characteristics with the one Satria made in the previous discussion. But, one she produced in the following
move 189c is something different. In 189c, Bela modified her prior information by providing causal detail. The causal detail was made explicitly through the
conjunction so. The prolonging speech function in 189c is one of examples of enhancement found in the data.
18O: I: question: 51c Teacher
i What glue is it?
open: fact C:prolong:
51d ii
What kind of glue is it?
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elaboration
R: responding: 52a Anthony
i UHU.
reply: answer C:
prolong 52b
ii The yellow one.
elaboration
The excerpt 18 above contains two prolonging speech functions which belong to elaboration. In an elaboration, a move clarifies, restates, or exemplifies
an immediately prior move. In move 51d the teacher restated what she had just said in her immediate previous move. What kind of glue is it? has similar meaning
to the previous speech What glue is it? Similarly to this is speech in move 52b produced by Anthony. When the teacher asked him about the glue, he answered
by saying the brand of the glue in move 52a. Right after that, Anthony immediately clarified the specification of the glue saying the yellow one. He could
have not say the speech in move 52b, but he did. People who shared the same knowledge know that UHU entails the yellow one. Both elaboration in 51d and
52b do not have explicit conjunction.
4.2.1.2.3 Continuing: Appending Speech Function Eggins and Slade 1997:199 say that appending move is mid-way
between a continuing: prolonging speech function and a reacting: developing move. Appending move occurs when a speaker makes one move, loses the turn,
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but then as soon as he regain the turn he produces a move which represents a logical expansion of their immediately prior move.
In the data studied, almost all the children produced this kind of speech function. It happened because there were many gaps and overlaps in the
interaction. There were several participants talking at the same time, then one of them decided to hold his turn for a moment. When he got the turn back, he
continued his speech.
19R: rejoinder: 43
Bela i Miss, what I have to do with this?
rebounding O: I: statement 44
Anthony i == Miss, I lost …
fact O: I: command 45 Teacher
i == Cut all and make them in order, OK?
C: appending: 46 Anthony
