Difference between revisions of "Degoumois2017"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=INCOLLECTION |
| − | | | + | |Author(s)=Virginie Degoumois; Cécile Petitjean; |
|Title=Expressing Personal Opinions in Classroom Interactions: The Role of Humor and Displays of Uncertainty | |Title=Expressing Personal Opinions in Classroom Interactions: The Role of Humor and Displays of Uncertainty | ||
| − | | | + | |Editor(s)=Simona Pekarek Doehler; Adrian Bangerter; Geneviève de Weck; |
|Tag(s)=EMCA; Epistemic stance ;Humor ;Opinion formulation; Classroom interaction; Conversational analysis; French | |Tag(s)=EMCA; Epistemic stance ;Humor ;Opinion formulation; Classroom interaction; Conversational analysis; French | ||
| − | | | + | |Key=Degoumois2017 |
| − | |||
| − | |||
| − | |||
|Publisher=Springer International Publishing | |Publisher=Springer International Publishing | ||
| + | |Year=2017 | ||
|Address=Cham | |Address=Cham | ||
| − | | | + | |Booktitle=Interactional Competences in Institutional Settings: From School to the Workplace |
|Pages=29–57 | |Pages=29–57 | ||
|URL=http://dx.doi.org/10.1007/978-3-319-46867-9_2 | |URL=http://dx.doi.org/10.1007/978-3-319-46867-9_2 | ||
|DOI=10.1007/978-3-319-46867-9_2 | |DOI=10.1007/978-3-319-46867-9_2 | ||
| + | |ISBN=978-3-319-46867-9 | ||
| + | |Abstract=We set out to uncover how young people deal with the challenges of expressing personal opinions in the classroom. Based on a corpus of video-recorded French L1 lessons in a secondary school in Switzerland, we scrutinize the interactional resources students put to use to do so, among which humor and claims of uncertainty feature as a means of dealing with the potentially delicate nature of opinion expression. We show how the expression of personal opinions and related resources are responded to in the classroom, both by teachers and by peers. The study sheds light onto students’ interactional competence by documenting the accountable ways in which, when expressing personal opinions, they subtly balance between assertiveness and uncertainty in response to the local circumstantial details of the ongoing interaction. | ||
}} | }} | ||
Latest revision as of 09:05, 22 April 2017
| Degoumois2017 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Degoumois2017 |
| Author(s) | Virginie Degoumois, Cécile Petitjean |
| Title | Expressing Personal Opinions in Classroom Interactions: The Role of Humor and Displays of Uncertainty |
| Editor(s) | Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck |
| Tag(s) | EMCA, Epistemic stance, Humor, Opinion formulation, Classroom interaction, Conversational analysis, French |
| Publisher | Springer International Publishing |
| Year | 2017 |
| Language | |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 29–57 |
| URL | Link |
| DOI | 10.1007/978-3-319-46867-9_2 |
| ISBN | 978-3-319-46867-9 |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Interactional Competences in Institutional Settings: From School to the Workplace |
| Chapter | |
Abstract
We set out to uncover how young people deal with the challenges of expressing personal opinions in the classroom. Based on a corpus of video-recorded French L1 lessons in a secondary school in Switzerland, we scrutinize the interactional resources students put to use to do so, among which humor and claims of uncertainty feature as a means of dealing with the potentially delicate nature of opinion expression. We show how the expression of personal opinions and related resources are responded to in the classroom, both by teachers and by peers. The study sheds light onto students’ interactional competence by documenting the accountable ways in which, when expressing personal opinions, they subtly balance between assertiveness and uncertainty in response to the local circumstantial details of the ongoing interaction.
Notes
