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.

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。