4 the source adjective boring in asl boring is

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4. The source adjective BORING in ASL BORING is produced with the index finger of the dominant hand twisting at the side of the nose. It is often followed or accompanied by non-manual marking including a ‘-th’ on the mouth and exhalation of breath. It is used as an adjective to describe meanings like ‘boring’, ‘dull’, or ‘uninteresting’. It is most common with first person referents and most of the time used to describe that someone is bored or feels that something is boring. Crucially, BORING are generally used only if the speaker has some basis for the judgment. Examples (1–3) below demonstrate prototypical uses of BORING. (1)TEACHER PLAY-PIANO FEEL CL: hands on piano HALF-HOUR CL: hands on piano [DO-DO]- WH-Q BORING 1 ‘For a half an hour we had to put our hands on the piano while the teacher played it. I didn’t understand what the point was. It was boring.’ (2) HAPPEN ONE DAY KING WHO CONTROL AROUND CL: around an area THAT ISLAND AREA CL: around an area LITTLE.BIT BORING 1 THINK IDEA EXCITE SOMETHING SPECIAL ‘One day the king of the island was bored so he tried to think of something interesting to do.’ (3) PUNISH WHAT MUST PICK.UP ROCKS+++ BACK IN SCHOOL BACK+ SMALL HILL PICK+++ ROCKS DO-DO BORING1 MUST BRING PUT-in WHEEL BARROW BORING 1 ‘Our punishment was to pick up rocks (by hand) on a hill behind the
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school. It was boring. We had to put them in a wheelbarrow. It was boring.’ In (1) and (3) BORING has a first person referent, while in (2) BORING refers to the king’s feeling which describes his emotion. Each case is seen in a description of an event that happens in the past. In (1) and (3), the semantic agent has some experiential basis for using BORING to express disinclination. Consultants suggested a first person use of BORING without either actual experience or observed experience would not be suitable. An epistemic marker such as SEEM, FEEL or KNOW would be needed in such a case. 5. Variants of BORING There are many examples of BORING found in the dataset diverge from the prototypical of BORING. The first variant of boring in here is referred as BORING 2 . It is an extension of BORING 1 , with the addition of an extended pinky finger. The consultants for this study suggested that the pinky finger might function to emphasize the speaker’s disinclination toward the propositional material. Hoopes (1998) also claims that pinky extension (generally) is an emphatic marker. For example: INFORM (family), FIRST MOM [ ]- HS PREFER A-T PREFER IN CITY PREFER EASY FAMILY CL:airplane (a-->center) CL:airplane (b-->center) PREFER TRADITION T-R-A-D-I-T-I-O-N TRADITION CHURCH H-A-L-L VARIOUS PRO.1 BORING2 SAME++ [ ]- HS WANT DIFFERENT [FATHER]- TOP GO.AHEAD ‘I told them (about our plans). At first my mom (was against it). She said it would be better if it were held at, or rather in, the city. It would be easier for family to get here. It would be better to have a traditional (wedding with) a church and things etcetera. I didn’t want the same old boring thing. I wanted something different. My father said I should go ahead.’ In the example, the signer suggests that she does not want a traditional wedding because it would be “the same old boring thing”. The statement implies that she has had
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