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.

摘要

本文研究了在课堂互动展开中的两种干扰类型：延迟响应和错位响应期间，使用笑声和微笑来管理（分离）从属关系。分析表明，顺序位置和具体的转弯设计对于理解（非）从属工作的笑声和微笑是不可或缺的。围绕延迟响应，教师和学生微笑并产生独立的笑声，以针对在教师发起的序列中没有及时响应的学生以及教师的后续行动。在不协调的回答之后，学生们会产生独立的笑声，这种笑声与不协调的转身的非严肃性质密切相关。相比之下，老师插入的愿望和微笑声音的粒子，同时认识到错位转弯的俏皮，更不亲和，并且在老师认真地重新引导互动的性质之前。因此，笑声所做的工作不一定是纯粹的从属或非从属关系，而是属于（非）从属关系的范围。分析表明，笑声和微笑是管理课堂互动中敏感时刻的关键资源，涉及不确定性、敏感行为的缓解和（非）从属关系。