When Listeners Talk: Response Tokens and Listener Stance

By Rod Gardner. 2001

497 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/983d7740745f94aa2cad53da18a6e6e880f31370

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

Citations in the corpus

Addressee backchannels steer narrative development (2014, background): “Previously the categorical distinction between backchannel type has been based on either placement within speaker talk (Goodwin, 1986) or type of response displayed (Brunner, 1979; Gardner, 2001).”
The Novice Researcher: Interviewing Young Children (2011, background): “In this extract, the use of “right” is a news marker to give Tammy’s prior response recognition of it being newsworthy (Gardner, 2001) and acknowledges the information that Tammy provides.”
Using conversation analysis in the second language classroom to teach interactional competence (2011, background): “((end of conversation)) In this conversation, Kim uses a few different response tokens (see Gardner, 2001) such as ‘yes’ (line 2), ‘mm ‘(lines 9 and 16), ‘yeah ‘(line 11), ‘mmhm’ (lines 9 & 13), which are all continuers with the exception of ‘oh’ (line 4).”
Comparing Single and Double Sayings of the German Response Token ja and the Role of Prosody: A Conversation Analytic Perspective (2008, background): “…has demonstrated that such tokens are a means by which coparticipants routinely provide the current speaker with information as to how their talk was understood and receipted (Gardner, 2002, p. 3), and how the recipient aligns with the current utterance (Gardner, 2002, p. 3; Sorjonen, 2001, p. 2).”
Marking understanding versus receipting information in talk: Achso. and ach in German interaction (2010, background): “For example, acknowledgment tokens have been shown to be used for claiming understanding and/or agreement and also for having heard a prior utterance (Gardner, 2002).”
Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom (2009, background): “These displays are crucial not only for the continuation of a turn because the recipient, through these displays, defined the participation roles “speaker” and “hearer” (e.g., in multiunit turns; Gardner, 2001; Jefferson, 1985; Schegloff, 1982), but also for the way in which turns are constructed (C”
Other-repetition as display of hearing, understanding and emotional stance (2004, background): “There are thus several features of these receipts that associate them with ‘listener talk’ (Gardner, 2001).”
Lapses: How People Arrive at, and Deal With, Discontinuities in Talk (2015, unknown): “These minimal tokens perform subtle interactional work (Gardner, 2001), and their placement in this sequential environment reveals their tactical utility.”
Talking With Your Mouth Full: Gustatory Mmms and the Embodiment of Pleasure (2002, background): “It is also a relatively infrequent term in comparison with other forms of the expression, even during mealtime conversation (Gardner, 1997, 2001).”