Teachers and supervisors negotiating face during critical account requests in post observation feedback

IF 1.4 2区 文学 0 LANGUAGE & LINGUISTICS
H. Donaghue
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引用次数: 2

Abstract

Abstract This article shows, through the analysis of “real life” institutional interaction, how experienced teachers and supervisors negotiate face when teachers contest or manage supervisors’ critical account requests during post observation feedback meetings. A linguistic micro-analysis of data extracts is supplemented with ethnographic data drawn from participant perspective interviews and researcher knowledge. The analysis shows how participants subtly and skillfully employ facework to manage the potential face-threat engendered by criticism and disagreement. This facework is mostly successful, but in one case the supervisor orients to face-threat and closes down the topic of discussion. This demonstrates that face is consequential to both unfolding talk and the feedback goal of dialogue and development. Feedback participants, both supervisors and teachers, also engage in moves of face support and face maintenance. The analysis shows face to be an emergent, situated relationship, co-constructed by both participants, and also shows that participants are willing to risk face-threat to achieve institutional goals (supervisors) and defend their actions (teachers). This supports the view that face-threat is rational and common and indicates that criticism, account requests, and disagreements are acceptable norms in post observation feedback.
在观察后反馈中,教师和主管在关键账户请求期间协商面子
摘要本文通过分析“现实生活”中的制度互动,展示了经验丰富的教师和主管在观察后反馈会议上,当教师质疑或管理主管的批判性账户请求时,他们是如何进行谈判的。对数据摘录的语言学微观分析辅以从参与者视角访谈和研究人员知识中提取的民族志数据。该分析展示了参与者如何巧妙地使用面部表情来应对批评和分歧带来的潜在面部威胁。这种面对面的工作大多是成功的,但在一个案例中,主管倾向于面对威胁,并结束了讨论的主题。这表明,面子对于展开对话和对话与发展的反馈目标都是重要的。反馈参与者,包括主管和教师,也参与面部支撑和面部维护的动作。分析表明,面子是一种由两个参与者共同构建的紧急的情境关系,也表明参与者愿意冒着面临威胁的风险来实现制度目标(主管)和捍卫自己的行为(教师)。这支持了面对威胁是理性和普遍的观点,并表明批评、账户请求和分歧是观察后反馈中可以接受的规范。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.50
自引率
30.00%
发文量
24
期刊介绍: The Journal of Politeness Research responds to the urgent need to provide an international forum for the discussion of all aspects of politeness as a complex linguistic and non-linguistic phenomenon. Politeness has interested researchers in fields of academic activity as diverse as business studies, foreign language teaching, developmental psychology, social psychology, sociolinguistics, linguistic pragmatics, social anthropology, cultural studies, sociology, communication studies, and gender studies. The journal provides an outlet through which researchers on politeness phenomena from these diverse fields of interest may publish their findings and where it will be possible to keep up to date with the wide range of research published in this expanding field.
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