236 Notes
(^26) While utterance-fi nal pauses do not disrupt the operation of the chaining
rules they appear to be of communicative signifi cance in that they are useful for
maintaining orderly turn taking (Biber et al. 1999: 1054) though see Cutler and
Pearson (1986: 146) for a contrary opinion.
(^27) All line numbers refer to those in the transcription in Brazil (1995: 215–18).
Chapter 5
(^1) Both of Blair’s verbal performances are available on You Tube. Text 1 is available
at http://www.youtube.com/watch?v=yhU4F6lhLLo and Text 2 is available imme-
diately after President Bush’s answer starting at 0.26 seconds. http://www.
youtube.com/watch?v=MVkCCjWAleY
(^) Text 1 was published by on the offi cial UK government website for citizens and
is available at http://www.direct.gov.uk/en/Nl1/Newsroom/DG_10020708 Last
accessed July 31, 2009.
(^2) The New Zealander was born in Lancashire but immigrated to New Zealand as a
young child where she grew up and spent most of her adult life.
(^3) Dmc and Rf are the New Zealand and Canadian readers respectively.
(^4) The maximum and minimum standard scores are as follows:
(^) In Text 1 variation in length of tone units is maximum = 1.309, minimum = –1.993
which gives a spread of 3.302; variation in extent of increments is maximum =
1.556, minimum = –1.297 which gives a spread of 2.853; and in Text 2 the vari-
ation in length of tone units is 1.623, minimum = -1.466 which gives a spread of
3.09: variation in extent of increments is maximum = 1.682, minimum = –1.893
which gives a spread of 3.575. Our expectation that the more scripted nature of
Text 1 would result in less variation in the number of increments is met; espe-
cially when we consider that the variation exists only among a subset of fi ve
readers.
(^) It seems possible that the readers’ freedom to segment the same stretch of speech
into information units and then chunking the information units into increments
is constrained by the text itself and by cognitive constraints!
(^5) It is to be remembered that there is an inverse relation between the standard
scores and the extent of tone units and the length of increments. In order words
standard scores above zero indicate tone units containing fewer lexical elements,
and increments containing fewer tone units.
(^6) The software is available for free from http://www.fon.hum.uva.nl/praat/down-
load_win.html
(^7) The numbers of tone selections were converted into standard z scores with the
following ranges. For Text 1: falls from 1.318 to –1.511 which is a range of 2.829,
rises from 1.95 to –1.178 which is a range of 3.128, levels from 2.038 to –0.912
which is a range of 2.95, fall-rises from 1.343 to –2.511 which is a range of 3.854
and rise-falls from 1.407 to –1.910 which is a range of 3.317.
(^) The fi gures for Text 2 are as follows: falls from 2.022 to –1.26 which is a range
of 3.282, rises from 1.69 to –1.548 which is a range of 3.238, levels from 2.601 to
–0.776 which is a range of 3.377, fall-rises from 1.504 to –1.665 which is a range
of 3.169 and rise-falls from 2.182 to –1.018 which is a range of 3.199.