Difference between revisions of "Sert-Jacknick2015"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Olcay Sert; Christine M. Jacknick; | |Author(s)=Olcay Sert; Christine M. Jacknick; | ||
| − | |Title=Student | + | |Title=Student smiles and the negotiation of epistemics in L2 classrooms |
| − | |Tag(s)=EMCA; Smiling; Epistemics; Second language acquisition; | + | |Tag(s)=EMCA; Smiling; Epistemics; Second language acquisition; Response tokens; Non-response; |
|Key=Sert-Jacknick2015 | |Key=Sert-Jacknick2015 | ||
|Year=2015 | |Year=2015 | ||
|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=77 | |Volume=77 | ||
| − | |Pages= | + | |Pages=97–112 |
| + | |URL=http://www.sciencedirect.com/science/article/pii/S0378216615000041 | ||
| + | |DOI=10.1016/j.pragma.2015.01.001 | ||
| + | |Abstract=This study investigates the interactional unfolding of student smiles in instructed language learning settings drawing on data from both English as a Second Language and as a Foreign Language classrooms. Conversational actions performed by participants through ‘smiles’ is an under-researched area, especially in classroom settings where teachers’ and students’ smiles may serve different functions due to the institutional nature of ongoing interactions. To address this research gap, we aim at investigating the interactional unfolding of student smiles in English language classrooms based on 16 h of video-recordings in Luxembourg and 45 h of video-recordings in the US. Taking a conversation-analytic approach, we show how participants use smiles to index and resolve interactional trouble. Our analysis shows that smiles and epistemic issues in the classroom are intricately connected, and in the case of interactional trouble related to epistemic access, student smiles serve to maintain affiliation and to promote the progressivity of talk. The findings of the paper have implications for understanding the interactional unfolding of smiles in institutional interaction in general, and in classroom interaction in particular. | ||
}} | }} | ||
Latest revision as of 02:47, 17 March 2016
| Sert-Jacknick2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Sert-Jacknick2015 |
| Author(s) | Olcay Sert, Christine M. Jacknick |
| Title | Student smiles and the negotiation of epistemics in L2 classrooms |
| Editor(s) | |
| Tag(s) | EMCA, Smiling, Epistemics, Second language acquisition, Response tokens, Non-response |
| Publisher | |
| Year | 2015 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 77 |
| Number | |
| Pages | 97–112 |
| URL | Link |
| DOI | 10.1016/j.pragma.2015.01.001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study investigates the interactional unfolding of student smiles in instructed language learning settings drawing on data from both English as a Second Language and as a Foreign Language classrooms. Conversational actions performed by participants through ‘smiles’ is an under-researched area, especially in classroom settings where teachers’ and students’ smiles may serve different functions due to the institutional nature of ongoing interactions. To address this research gap, we aim at investigating the interactional unfolding of student smiles in English language classrooms based on 16 h of video-recordings in Luxembourg and 45 h of video-recordings in the US. Taking a conversation-analytic approach, we show how participants use smiles to index and resolve interactional trouble. Our analysis shows that smiles and epistemic issues in the classroom are intricately connected, and in the case of interactional trouble related to epistemic access, student smiles serve to maintain affiliation and to promote the progressivity of talk. The findings of the paper have implications for understanding the interactional unfolding of smiles in institutional interaction in general, and in classroom interaction in particular.
Notes
