The spontaneity and informal nature of the transcript are reflected

through various prosodic and phonological features such as the

elongated lexeme, and (31), contractions, were (44), didnt
(45),well (41) and the reduction coz (26). The contractions and
reduction indicate a more casual style conversation, the reduced
speech due to the contractions enable the speakers to communicate
their ideas more efficiently. The effect of elongation allows Tanika to
hold the floor while she thinks about what to say next, reflecting
that the conversation was not previously planned. Conversely
elongation used by Susan on okay (8) and right (57) acts to loop
the conversation of Tanikas dog back to the main topic, which is
about the novel Deadly Unna. This also reinforces the high social
standing of the teacher in the conversation as she is managing the
topic. Susans authority is also indexed through loud volume on
okay (82), which is used to gain attention from the students and
assert her role as the teacher. Loud volume can also act as an
emphatic tool and the verb can (62) foregrounds the teachers
ability to read minds. Emphatic stresses on the lexemes
stereotypes (14), traditional (16) and courage (20)
foregrounds the underlying themes of the novel and thus, facilitates
the discussing function of the text. The high rising terminal at (32)
expresses Tanikas uncertainty on her opinion about Garys dad. It
also allows Susan and Kevin to agree or disagree and express their
own opinions, engaging them in the discussion. The difference in
social status between the teacher and students is emphasised
through Susans dominance, because she manages the topic, and
floor. The falling intonation at (20) indicates the end of the
information of underlying themes from the novel, while the rising
intonation at (84) allows Susan to pass the floor to Tanika.
The informality of the conversation is reflected through slang such
as pop (7) and the assimilation fella (30). These non standard
lexemes reflect the casual setting of the conversation and although
there is a hierarchy between the speakers, the informal register
reinforces the close relationship between the students and the
teacher. However the teachers high status is emphasised when the
students use the vocative Miss (3), (37) to address her. This
politeness strategy maintains negative face needs and reinforces a
certain social distance as Kevin and Tanika are acknowledging the
hierarchy. The modal auxiliary might (25) act as a hedging device,
which softens Tanikas opinion in the novels theme. This indicates
uncertainty and leaves the opinion open for discussion, and so
reflects the conversations function. Themes (21), novel (23)
and main character (15) are lexical choices that reinforce the
domain of literacy, as they are often the key ideas discussed during
a novel review. The spontaneity of the text is seen through ellipsis
(55) and the paratactic style of the text, evident from the use of
coordinating conjunctions and (51) and but (48). These
conjunctions allow Tanika to string together an excuse as to why she

did not do her homework thus, showing that the conversation was
not pre-planned. There are many declaratives such at (12-13), which
facilitate the purpose of reviewing the novel and communicating
ideas. While interrogatives (21-23), (42-43) (46) help Susan pass the
floor to her students and engage them into the discussion.
Pauses (14) and pause fillers such as um (15) and ah (44) help
speakers hold the floor while they think of what to say next, for
example at (44), when Tanika is thinking of an excuse. These nonfluency features also index the spontaneity of the text. Discourse
particles for example, well (24) act as a linguistic trumpet blast,
where Tanika indicates that she s expressing her opinion whilst
Anyway (34) enables Susan to shift the topic from the novel to the
students English homework. Susan manages the topic of the
conversation by saying phrases such as well discuss this later
(41) and overlapping (82) to prevent the lesson from digressing. She
uses the hedging expression Would you mind opening the door (1)
rather than the imperative form which could be Open the door in
order to maintain a better relationship with her students, and avoid
being too authoritative. Kevin also uses reckon (29) as a hedge to
soften the certainty of his opinion on the theme of the novel and
allow others to disagree or agree with him. Oh dear and Poor
thing (53) are backchannelling where Susan builds rapport with
Tanika through sympathy. The vocal effect of laughter, (61) (62)
reflects the casual setting of the conversation and also helps
prevent face threatening. As what Susan said about traumatised
siblings and impaired pets (60) can be seen as offensive and so
laughing, helps to indicate that it was clearly a joke.
Nicola