大笑和微笑:管理延迟和不一致反应的连续资源

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Looney, Yingliang He
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引用次数: 11

摘要

本文研究了在课堂互动展开的两种类型的干扰中使用笑声和微笑来管理(不)联系:延迟和不一致的反应。分析表明,顺序位置和体现轮设计对于理解笑声和微笑的(非)从属作用是不可或缺的。在延迟的反应中,老师和学生微笑并产生独立的笑声,这是针对学生在老师发起的序列中没有及时反应以及老师随后的动作。在不一致的反应之后,学生们产生了独立的笑声,这种笑声与不一致的转身的非严肃性质有关。相比之下,教师插入的渴望和微笑的声音,在认识到不一致的回合的游戏性的同时,更具有分离性,并且在教师严肃地重新引导互动性质的回合之前。因此,笑所做的工作不一定是纯粹的从属或非从属的,而是属于(非)从属的范围。分析表明,笑声和微笑是管理课堂互动中的敏感时刻的关键资源,涉及不确定性、敏感行为的缓解和(不)从属关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Laughter and smiling: sequential resources for managing delayed and disaligning responses
ABSTRACT This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling do. Around delayed responses, a teacher and students smile and produce standalone laughter that orients to students not responding promptly in teacher-initiated sequences as well as to subsequent actions of the teacher. Following disaligning responses, students produce standalone laughter that orients affiliatively to the non-serious nature of disaligning turns. In contrast, the teacher’s interpolated particles of aspiration and smile voice, while recognising the playfulness of disaligning turns, is more disaffiliative and precedes turns in which the teacher redirects the nature of the interaction seriously. Thus, the work that laughter does is not necessarily purely affiliative or disaffiliative but falls on a spectrum of (dis)affiliation. The analysis suggests that laughter and smiling are key resources in the management of sensitive moments in classroom interaction involving uncertainty, the mitigation of sensitive actions, and (dis)affiliation.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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