Classroom Discourse ( IF 1.5 ) Pub Date : 2021-03-31 , DOI: 10.1080/19463014.2020.1808494 Yumi Matsumoto 1 , Jay Jo Lee 1 , Eunhee Kim 2
ABSTRACT
Using multimodal conversation analysis, this study closely examines moments when an instructor’s embodied explanations elicit laughter from his students – which we refer to as laughing moments – in an English as a second language classroom. Such laughing moments can exhibit students’ attention to the teacher’s explanation and also illuminate learner agency in deciding what is laughable and/or humorous. In particular, the negotiated nature of laughter and humour – how students orient to and select what is laughable and/or humorous – has been under-researched. Based on the findings, we discuss implications of a multimodal orientation for second language (L2) classroom research on laughter and humour, and implications for L2 teachers concerning negotiating laughter and humour with students.
中文翻译:
“大笑时刻”:在英语作为第二语言的课堂上,学生和老师之间关于大笑行为的复杂协商
摘要
这项研究使用多模态对话分析,仔细研究了在英语作为第二语言的课堂上,教师的具体解释引起学生笑声的时刻——我们称之为笑声的时刻。这样的笑声可以表现出学生对老师解释的关注,也可以启发学习者决定什么是可笑和/或幽默的。特别是,笑声和幽默的协商性质——学生如何定位和选择可笑和/或幽默的内容——一直没有得到充分研究。基于这些发现,我们讨论了多模态定向对第二语言 (L2) 课堂笑声和幽默研究的影响,以及 L2 教师在与学生协商笑声和幽默方面的影响。