Affirmation and Denial Interjections, Exclamations, and Direct Address
6.5.2 Affirmation and Denial
Many of our examples of “yes” are simple responses to direct questions which Halliday and Hasan 1976 claim are “readily interpretable as elliptical forms. They just express the polarity option in the clause…leaving the remainder to be presupposed” p. 138. But as Schiffrin 1987 notes, “a polarity term such as yeh [or yes] can become” a marker “of other discourse components” p. 329. In our first example from Shvinder’s Story F, “yes” is an acknowledgement marker, where the questioner is checking whether he heard the unfamiliar expression “arctic roll” correctly: 256 “I WONder if you CAN MA-AKE ARCtic RO-OLL?” 27 he [Mr. Wong] said. 28 “ARCtic RO-OLL?” said the ESKimo. 29 “YES, ARCtic roll - ICE-cream.” The second example is from Fariba’s Story E: 39 And he [Ben] said, 401 “THERE’S a GAME and YOU can COME 423 and let’s SEE if you WIN TWO PRIZes.” 44 And DID Billy win TWO PRIZes? 45 YES, he DID Here Fariba is using a rhetorical question and answer pair to highlight Billy’s achievement and reward as a clowning cowboy: one prize for his clowning and one for his horse’s skill in keeping him on his back. Schiffrin states that “yes-no questions are propositions whose polarity is unspecified…Completion of the proposition…fixes the polarity” pp. 84–85, and Fariba does this in a dramatic manner. The question is certainly evaluative, for although rhetorical, it is “asked directly of the listener”; the “yes” is an emphatic affirmative coupled with an emphatic assertion “he did” which has been analysed as an exclamation in its own right. So in this way Fariba is indicating overtly to her hearer that this is the main point of her story. The story ends with Billy boasting of his achievements, making Ben cross, and the two of them starting to fight. - 266 - The third example is from Fariba’s Story B: 2021 And WHEN Father Christmas went DOWN he TOLD, 22 “Do - DID you WON the GAME?” 23 And he [the ‘girl’s’ son] SAID, 24 “NO, I DIDn’t.” This is the negative, first person counterpart to the positive assertion of the previous example; however, the exclamatory force is missing and so is the rhetorical usage of the yes-no question. Nevertheless, the “no” is evaluative as a dramatized first person denial. If 24 were expressed in indirect speech it would be something like, “And he said that he didn’t” or “he said that, no, he didn’t” but the immediate impact of the denial would be lost.6.5.3 “Please”, “Now”, “Well”, and “O.K.”
Parts
» 51242 MasonR Use of Evaluative Devices
» The Narrative Texts 51242 MasonR Use of Evaluative Devices
» The Art of Storytelling and the Acquisition of Narratives
» Narratives as Socially Situated Events
» Preliminary Remarks 51242 MasonR Use of Evaluative Devices
» Elements of a Narrative Theory
» Story Grammars 51242 MasonR Use of Evaluative Devices
» Evaluation in Narrative Evaluation and the Work of Labov .1 The Structure of the Narrative Clause
» Types of Evaluation Evaluation and the Work of Labov .1 The Structure of the Narrative Clause
» Evaluative Devices and the Labov Model
» A Justification for the Approach
» Evaluation and Plot Construction
» Aspects of Sequencing and Plot Construction
» Summary Storytelling and Tradition
» Experimental Studies of Narrative Ability in Children
» Pictorial and Verbal Elements in Storybooks
» Stages, Strategies and Individual Differences
» Selection Nativelike Selection and Nativelike Fluency
» Fluency Nativelike Selection and Nativelike Fluency
» Memorized Sequences Nativelike Selection and Nativelike Fluency
» Intraclausal Complements: Prepositional Phrases
» Interclausal Complements and Participant Reference
» Interclausal Connectives and Causal Relations Agent Focus
» Home and Community Background
» Storytelling in School and L2 Acquisition of English Storytelling Skills
» Summary Narrative Skills and Evaluation
» Materials and Procedure Methodology .1 The Subjects
» Analysis of the Narrative Data
» Transcription and Editing of the Data
» Additions and Modifications to Labov’s Evaluative Categories
» A General Discussion of the Findings
» Evaluative Devices Preferred by Young Speakers
» Intensifiers and Evaluative Syntax
» Errors Evaluation in the Wider Context
» Summary L1 and L2 Narratives Compared
» Errors in the Orientation Section
» Narrative Section Discourse Errors
» Clausal Connectives Discourse Errors
» Participant Reference Discourse Errors
» Tense-Aspect Relations Discourse Errors
» Summary 51242 MasonR Use of Evaluative Devices
» Length Loudness Expressive Phonology
» Pitch The Transcription of the Data
» Acoustic Data, Perception and the Attitudinal Function of Prosodic Features
» A Characterization of the Speech Styles of the Eight Subjects
» The Evaluative Use of Prosodic Features
» The Acquisition of Intonation
» Intensifiers Direct Speech Data
» Affirmation and Denial Interjections, Exclamations, and Direct Address
» “Please”, “Now”, “Well”, and “O.K.”
» Lexical Intensifiers and Other Lexical Items
» Foregrounding 51242 MasonR Use of Evaluative Devices
» Quantifiers 51242 MasonR Use of Evaluative Devices
» Repetitions 51242 MasonR Use of Evaluative Devices
» Single Appositives 51242 MasonR Use of Evaluative Devices
» Use of the First Language Summary
» Modals, Futures and Quasimodals
» Comparatives and Superlatives Comparators
» The Conversational Historic Present CHP
» Right-hand Participles and Embedding
» Double and Multiple Attributives
» Optional Prepositional Phrases Correlatives
» Embedded Orientation External Evaluation
» Evaluative Action External Evaluation
» Interactive CollaborativePrompted Discourse versus Monologue
» Retelling versus Performance The Narrative Task
» The Relationship between Story Structure and Story Content
» Evaluation, Subordination and Syntactic Complexity
» Evaluation and Overall Coherence
» L2 Narrative Development and L2 Aquisition
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