106
shows that Anthony and the teacher have a very accommodating turn each other. Without any other participants and any other moves, their interaction is
understood. Yet, Bela took the next turn giving new subject to be discussed, that was about her glue and scissors, but in logico-semantic relation with the moves
she’s tracking.
38C: monitor 88b
Teacher i Do you know the meaning of the
work book? R: rejoinder:
89 Anthony
ii The work book?
checking
Anthony’s turn 89 is produced to elicit repetition from the teacher’s speech in the prior move. When the teacher asked the student who knew the meaning of
the work book, instead of giving the answer for it, Anthony checked before hand about the words he heard. He repeated the words in rising intonation. It is a
checking speech function.
39C: prolong: 103b Teacher
i Now, everybody … you can talk
extend
ii Just
put it
there.
R: rejoinder: 104
Albert i You’re playing it?
clarifying
ii or not? Albert’s speech in turn 104 was produced to seek additional information in
order to understand a prior move. Previously, the teacher said that everyone could
107
talk and that the recorder should be put there in the middle of the table. Albert then wanted to make sure whether the recorder was on or off. So, he clarified the
information the teacher gave to the students by asking the question in turn number 104. It is tracking speech function which is called confirming.
4.2.1.4.2 Rejoinder: Response Speech Function Tracking moves call more or less directly for further talk from the prior
speaker. The responses may be supporting, as when a tracking request is resolved or a challenge acquiesced. Tracking moves may also be responded to with repair
moves. Eggins and Slade, 1997 From the analysis, there are only 3 children producing response to tracking
moves. The responses produced are resolve and repair.
40O: I: statement 93 Satria
i I get confused with it – with this opinion
scissors and paper.
R: rejoinder:
94 Teacher
i You ….. what? Track: check
R: rejoinder 95a
Satria i Confused and messed.
track: resolve
Satria’s speech in turn 95a provide clarification to the teacher questionin the previous turn. Satria acquiesced with the information he had produced in turn
93. It is a resolving speech function.
41 R: rejoinder: 104
Albert i You’re playing it []
108
clarifying
ii or
not []
R: rejoinder: 105
Teacher i Do you think
challenging:
rechallenge ii
this is
playing or
not?
R: rejoinder: 106
Albert i No, that radio I mean.
repair
In the sequence 41 above, Albert initiated to ask to teacher whether she played the recorder or not. The teacher, instead of answering the question, sent
back the question to Albert to be answered. Albert, then repaired his statement to avoid the further question by his teacher. He gave further explanation on what he
meant being played or not. It is a repair speech function.
4.2.1.4.3 Rejoinder: Challenge Speech Function Challenging
speech function is one which confronts prior talk by attacking it
on one of several fronts: e.g. by actively rejecting negotiation or by querying the veracity of what has been said or the sayer’s right to say it Eggins and Slade,
1997:211. From the analysis, children produced challenging speech functions by
detaching 1, rebounding 11, countering 5, refuting 4. No children produced re-challenging speech function.
109
42 R: responding: 109 Teacher
i The recorder – it works.
reply: answer R: rejoinder:
110 Albert
i Is it on or off?
challenging:
rebounding
In turn 110, Albert directly questioned the veracity of the prior information given by the teacher. He asked whether the recorder was on or off. This kind of
challenging speech function is called rebounding.
43R: respond: 128
Teacher i Farmer can go to school too.
confronting:
contradict ii
== No
problem.
R: rejoinder: 129
