This paper investigates the way online humorous exchanges are jointly constructed and recognized by a teacher and her students. It focuses on the role humor studies play in understanding issues related to Computer-mediated Communication (CMC). The data consist of synchronous discussions of 11 Tunisian learners of English and their teacher via instant messaging on Skype. The analysis uses the notion of script oppositions (SOs) in the General Theory of Verbal Humor (GTVH) and offers an account for the internal structure of exchanges; how the exchange begins with a serious mode, how it gradually develops into a humorous play frame, and how inferences are drawn. The study reveals that humor is created by activating binary SOs and shows that the teacher/student dynamics can make joking online more difficult to interpret than joking among peers. With reference to the analysis of the specific context of the CMC discussions, a serious set up of a humorous sequence created by a teacher can leave students uncertain toward the playfulness of the sequence. A playful set up, on the other hand, makes participants engage in a joint fantasy and build new layers of meaning as the conversation develops.

中文翻译：

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计算机中介师生交流中幽默的共建

本文调查了在线幽默交流是如何共同构建和被老师和她的学生认可的。它侧重于幽默研究在理解与计算机中介通信 (CMC) 相关的问题中所起的作用。数据包括 11 名突尼斯英语学习者和他们的老师通过 Skype 即时消息进行的同步讨论。该分析使用了言语幽默通论 (GTVH) 中的脚本对立 (SO) 概念，并提供了对交流内部结构的说明；交流如何从严肃模式开始，如何逐渐发展为幽默的游戏框架，以及如何得出推论。该研究表明，幽默是通过激活二元 SO 产生的，并表明教师/学生的动态可以使在线开玩笑比在同龄人之间开玩笑更难解释。结合对CMC讨论的具体语境的分析，教师精心布置的幽默序列会让学生对序列的趣味性产生不确定性。另一方面，有趣的设置让参与者参与到共同的幻想中，并随着对话的发展建立新的意义层。