Tag Questions in Conversation

Kimps, Ditte

doi:10.1075/scl.83

Cited by 22 publications

(8 citation statements)

References 133 publications

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“…Such a distribution of tag question polarity is concordant with the findings of Kimps (2018) , who examined tag questions in conversation, and identified a ratio of positive–negative tag questions (70%), negative–positive questions (18%), positive–positive tag questions (12%), and negative–negative tag question (0%). However, the data sample analyzed in this present study only utilizes declarative tag questions, whereas Kimps’ data sample comprising daily conversations (which is not based on classroom data) exhibited greater variety, with 14 instances of imperative tag questions and five instances of interrogative tag questions.…”

Section: Resultssupporting

confidence: 85%

“…There is a broad academic consensus that tags convey interpersonal meanings ( McGregor, 1995 , 1997 ; Kimps, 2007 , 2018 ; Axelsson, 2011 ; Kimps et al, 2014 ), and two layers of both subjective meaning and intersubjective meaning are denoted ( McGregor, 1997 ). Subjective meaning primarily involves the speaker and proposition itself, whereas intersubjective meaning focuses on the speaker, hearer, and proposition.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A two-dimensional analytical framework extrapolating the interpersonal meanings of tag questions (based on McGregor, 1997 ; Kimps, 2018 ) is presented in Table 1 .…”

Section: Literature Reviewmentioning

confidence: 99%

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“We don’t normally require that in other contexts, do we”: Interpersonal meanings of tag questions in British university seminars based on the BASE corpus

Wei

Leung²,

Sun³

2023

Front. Psychol.

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This study investigates the interpersonal meanings expressed by English tag questions in the context of British university seminars from two dimensions: evidential modification of tags and conduciveness of responses. The data for the study derive from seminars in the British Academic Spoken English (BASE) Corpus, which is herein both quantitative and qualitative analyzed. The findings reveal that: (1) three-quarters of tag questions in the data are utilized by teachers, and the unmarked form of tag questions in university seminars are generally positive-negative forms, with a few examples of other varieties; (2) regarding evidential modification of tags, depending on the degree of epistemic certainty of the speakers on the proposition of the anchor, the default function of teachers’ tag questions in the data is to convey emphasis, followed by confirmatory function, with only a few cases of informational function; and (3) regarding conduciveness of responses, over 70% of tag questions are followed by no verbal response, while less than 30% are followed by explicit responses. Accordingly, these findings raise the question of whether tag questions can really provide sufficient scope for interactions in classroom. It is hoped that this nuanced, corpus-based analysis of tag question utilization within the context of British university seminars would empirically reveal the interpersonal relations between teachers and students and thereby shed light on more efficient seminar discussions.

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Section: Resultssupporting

confidence: 85%

Section: Literature Reviewmentioning

confidence: 99%

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“We don’t normally require that in other contexts, do we”: Interpersonal meanings of tag questions in British university seminars based on the BASE corpus

Wei

Leung²,

Sun³

2023

Front. Psychol.

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“…Ultimately, since the lawyer appeals to tag questions, the speech functions of tag questions will also be taken into consideration. Kimps (2018) points out in her book Tag Questions in Conversations. A Typology of their Interactional and Stance Meanings that tag questions may realize questions, statements, commands, offers, but also statement-question blends.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Language for International Communication: Linking Interdisciplinary Perspectives: Language for Specific Purposes in the Era of Multilingualism and Technologies. Volume 4

2023

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Most students start studying for a Degree in Tourism Management at our university (Florida Universitaria, Valencia, Spain) at the B2 English level, but without any prior contact with English for Specific Purposes (ESP) in Tourism. Creating motivating experiences that boost students' interest in the English for Tourism I, II and III, mandatory subjects that they take throughout their degree, is a challenge to us. The aim of this paper is to present three examples of short projects in ESP, each conducted in one of the three years when students have English. All the projects share the following characteristics: learners apply their expertise to tourism related situations, students in other degrees or lecturers at Florida Universitaria participate as target audience, and IT tools are used for developing the projects and communication. As regards the assignments, first-year learners prepared a Valencia City Guide for the European lecturers who participated in our International Week. Second-year students drew up a proposal for a cultural exhibition for young people, taking information from the feedback given by other students within the target age group. Third-year students created an online game about Valencian monuments. Third-year students for a Degree in Education (future English teachers) reviewed the text and gave feedback; the activity was answered by first-year education students who played the role of tourists. Data obtained from satisfaction questionnaires, together with the feedback given by students in class, proved a positive effect of these projects on students' attitude towards the subject and subsequently on academic results.

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“…It will be divided into challenging attitudes, namely surprise, doubt, and disagreement; a neutral attitude of uncertainty expression; and a tentative attitude of suggestion. (Kimps, 2018) The most common tone for expressing doubt was declarative constant polarity tag inquiries, which appeared in 34% of cases. In this case, the implications of tag modalization include the abrupt recognition of the relevance of the proposition in the host clause.…”

Section: Meaning Of Declarative Constant Polarity Tag Questionsmentioning

confidence: 99%

Declarative Constant Polarity Tag Questions: an Analysis of Syntax and Semantics

Damayanti

2022

Jepal

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This research focused on the forms and meanings of the declarative constant polarity tag in spoken American English. Therefore, this study was conducted quantitatively in the form of a descriptive analysis of the use of form-tag questions in American English. The data was taken from the spoken component of the American television sitcom created by David Crane and Marta Kauffman, which aired on NBC from September 22, 1994, to May 6, 2004, lasting ten seasons. There are over 158 constant polarity tag questions in spoken English. The results concerning the form of the verb be and the subject it belongs to are mostly used in the tag question. The meanings of declarative constant polarity signify a higher use of "doubt" tags involving interlocutors in American English conversation. Declarative constant tag questions are interesting points to be researched on a wider scope by using more sorts of them in formal conversation.

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Tag Questions in Conversation

Cited by 22 publications

References 133 publications

“We don’t normally require that in other contexts, do we”: Interpersonal meanings of tag questions in British university seminars based on the BASE corpus

“We don’t normally require that in other contexts, do we”: Interpersonal meanings of tag questions in British university seminars based on the BASE corpus

Language for International Communication: Linking Interdisciplinary Perspectives: Language for Specific Purposes in the Era of Multilingualism and Technologies. Volume 4

Declarative Constant Polarity Tag Questions: an Analysis of Syntax and Semantics

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