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dc.contributor.authorGardner, Roden_US
dc.contributor.editorBarbara Johnstoneen_US
dc.date.accessioned2017-04-24T12:56:52Z
dc.date.available2017-04-24T12:56:52Z
dc.date.issued2007en_US
dc.date.modified2008-07-14T03:19:14Z
dc.identifier.issn00474045en_US
dc.identifier.doi10.1017/S0047404507070169en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18452
dc.description.abstractIt is proposed that the response token Right, in one important use, is a marker of epistemic dependency between two units of talk by a prior speaker, and that this talk has progressed the understanding by the Right producer of a complex activity involving much information transfer. Two other Rights as response tokens are considered: as an epistemic confirmation token similar to That's right, and as a change-of-activity token similar to Alright/Okay. In addition, Right is shown to be different from other response tokens, including the news receipt Oh, newsmarkers such as Really?, and continuers and acknowledgment tokens such as Mm hm and Yeah. The primary data consist of a fully transcribed dietetic consultation in an Australian hospital between a dietician and a client.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent141872 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCambridge University Pressen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://journals.cambridge.org/action/displayJournal?jid=LSYen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom319en_US
dc.relation.ispartofpageto341en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalLanguage in Societyen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode4201en_US
dc.titleThe Right connections: Acknowledging epistemic progression in talken_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2007 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


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