ABSTRACT

Research on humour in second language classrooms has widely focused on the roles, social functions and markers of humour in interaction; however, little attention has been paid to the sequential mechanisms of humour and the relationship between repair and humour. Therefore, drawing on a conversation analytic approach, this study investigates teacher-initiated humour as a repair initiator in naturally occurring interaction and the pedagogical outcomes created. Sixteen hours of data from English as a second language classroom contexts have been analysed using Conversation Analysis. Conversation Analysis provides valuable opportunities for humour studies with meticulous attention given to sequentiality, and its repair mechanism is a tool for understanding how interlocutors deal with troubles. The findings suggest that teachers accomplish various pedagogical goals by initiating repair on prior student turns in the form of confirmation checks, which they mark as humorous through extreme case formulations and candidate hearing produced in smiley voice. In doing so, they make students’ turns disaffiliating and an elaboration relevant next, through which they elicit extended responses and create space for learning. Thus, via producing repair sequences as humorous, teachers progress their pedagogical agenda and also open up space for further language practice by encouraging elaboration and discussion.

摘要

二语课堂幽默的研究主要集中在幽默在互动中的角色、社会功能和标志；然而，很少有人关注幽默的序列机制以及修复与幽默之间的关系。因此，利用对话分析方法，本研究调查教师发起的幽默作为自然发生的互动和所创造的教学成果中的修复发起者。已经使用会话分析分析了来自英语作为第二语言课堂环境的 16 小时数据。会话分析为幽默研究提供了宝贵的机会，对连续性的细致关注，其修复机制是了解对话者如何处理麻烦的工具。研究结果表明，教师通过以确认检查的形式启动对先前学生轮次的修复来实现各种教学目标，他们通过极端案例表述和笑声产生的候选人听力将其标记为幽默。在这样做时，他们使学生轮流脱离关系，然后进行相关的阐述，通过这些阐述，他们引发了广泛的反应并创造了学习空间。因此，通过制作幽默的修复序列，教师可以推进他们的教学议程，并通过鼓励阐述和讨论为进一步的语言实践开辟空间。他们让学生轮流脱离关系，然后进行相关的详细阐述，通过这些，他们引发了广泛的反应并创造了学习空间。因此，通过制作幽默的修复序列，教师可以推进他们的教学议程，并通过鼓励阐述和讨论为进一步的语言实践开辟空间。他们让学生轮流脱离关系，然后进行相关的详细阐述，通过这些，他们引发了广泛的反应并创造了学习空间。因此，通过制作幽默的修复序列，教师可以推进他们的教学议程，并通过鼓励阐述和讨论为进一步的语言实践开辟空间。