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Dòng
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Nội dung
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Polar answers / N.J Enfield.
// Journal of Linguistics Vol. 55, Issue 2/2019 2019.p. 277-304 How do people answer polar questions? In this fourteen-language study of answers to questions in conversation, we compare the two main strategies; first, interjection-type answers such as uh-huh (or equivalents yes, mm, head nods, etc.), and second, repetition-type answers that repeat some or all of the question. We find that all languages offer both options, but that there is a strong asymmetry in their frequency of use, with a global preference for interjection-type answers. We propose that this preference is motivated by the fact that the two options are not equivalent in meaning. We argue that interjection-type answers are intrinsically suited to be the pragmatically unmarked, and thus more frequent, strategy for confirming polar questions, regardless of the language spoken. Our analysis is based on the semantic-pragmatic profile of the interjection-type and repetition-type answer strategies, in the context of certain asymmetries inherent to the dialogic speech act structure of question–answer sequences, including sequential agency and thematic agency. This allows us to see possible explanations for the outlier distributions found in ǂĀkhoe Haiǁom and Tzeltal.
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Yes-no questions that convey a critical stance in the language classroom / Hansun Zhang Waring
// Language and education 2012, Vol26, N.5 2012p. 451-469 Despite certain important critiques, much of the work on teacher questions has centered on the distinction between referential and display questions as well as their roles in creating more or less communicative classrooms. With some notable exceptions, few have delved into the specificity of how questions work in the details of classroom interaction. Based on 28 hours of videotaped adult ESL (English as a second language) classroom interaction collected in the United States, this conversation analytic study describes a particular type of yes-no questions used by teachers in environments where some sort of evaluation is relevant, the target of which varies (e.g. learner performance, textbook or a hypothetical linguistic construction). The yes-no question is used to convey a critical stance toward that target, as embodied in both the design and the receipt of these questions. Learners either align or dis-align with that stance. Dis-alignment transpires when the critical stance threatens concerns for learner competence or peer support. The findings contribute to prior literature on the nature of classroom discourse and teacher questions, and as such, can serve as a basis for illuminating and enhancing pedagogical practices
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