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| | Using Call-and-Response |
 | | She suggests that responses function to affirm or agree with the speaker, urge the speaker on, repeat what the speaker has said, complete the speaker’s statement in response to a request from the speaker or in spontaneous talking with the speaker, or indicate extremely powerful affirmation of what the speaker has said. |
 | | Responses can follow from a speaker’s specifically requesting them or eliciting them by manipulating their own discourse, or they can be unsolicited and spontaneously interjected into the ongoing interaction (Foster, 1989). |
 | | Analysis of this excerpt along the four dimensions—code, function, mode, and initiator—reveals that it consisted of a verbal call and a musical response; it expressed speakers' attitudes by celebrating learning (i.e., the student’s use of the more sophisticated term injured); it was highly scripted or routinized; and it was initiated by the teacher. |
| www.cal.org /ericcll/digest/0204foster.html (1715 words) |
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