The multimodal work of creating a humorousframe in english as a foreign language classes
Başlık çevirisi mevcut değil.
- Tez No: 760823
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Language and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2020
- Dil: İngilizce
- Üniversite: Newcastle Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Classroom talk is full of humour, language play, and other acts of creative language use (Bell and Pomerantz, 2016). Much work on humour in language classrooms has widely focused on the roles, social functions, and markers of humour in interaction (e.g. Shively, 2013; Wagner and Urios-Aparisi, 2011; Bell, 2009b; Chabeli, 2008; Schmitz, 2002; Senior, 2001). However, there has been less research on how participants mobilise multimodal resources to engender a humorous frame in L2 classroom interaction (Reddington and Waring, 2015; Lehtimaja, 2011). This study aims to shed light on (a) how students produce utterances as humorous in InitiationResponse-Feedback (IRF) (Sinclair and Coulthard, 1975) sequences, (b) how jocular frames are sequentially produced in the stretches of turns-at-talk, and (c) how teachers respond to student utterances produced and/or treated as humorous in task-based settings in English as a Foreign Language (EFL) classrooms in Turkey. The current study adopts the ethnomethodological approach of Conversation analysis (CA) in order to address these different aspects of turns-at-talk produced and/or treated as humorous in L2 classrooms drawing on 29 hours of video and audio recordings, which were collected from four different classrooms at a university in Turkey. The analysis provides a systematic examination of how students' utterances are designed as humorous through deploying multimodal resources at different sequential positions in IRF sequences. As such, it demonstrates significant observations that provide valuable implications for L2 classroom interaction research, and also humour scholarship. Additionally, through exploring sequential environments where and how participants delineate between jocular and non-jocular frames, it shows the delicate work put in by both teachers and students in mitigating students' responses that do not align with participants' normative expectations about participation framework and cultural shared expectations. Furthermore, it shows how teachers employ multimodal resources in responding to students' utterances produced and/or treated as humorous in a way to encourage participation, typically through self-selection, and accomplish pedagogical goals by creating a context conducive to teaching/learning opportunities. Thus, this study extends our understanding of L2 classroom interaction and builds on the existing literature, which has widely concentrated on teachers' use of 'humour' in the classroom in teaching materials or as a teaching strategy (e.g. Bell and Pomerantz, 2016; Wagner and Urios-Aparisi, 2011; Bell, 2009b; Chabeli, 2008; Schmitz, 2002; Senior, 2001). It ii provides implications for teacher training and foreign language teaching in a way to encourage participation and create language teaching/learning opportunities through attending to these episodes in classroom interaction.
Benzer Tezler
- Towards understanding intuitive physics with language and vision
Dil ve görmeyi kullanarak sezgisel fiziği anlamaya çalışmak
TAYFUN ATEŞ
- Unified approaches to efficient and robust image retrieval through fusion restoration, and compression
Füzyon, sıkıştırma ve restorasyon yoluyla verimli ve dayanıklı görsel getirim için birleşik yaklaşımlar
ENİS TEPER
Yüksek Lisans
İngilizce
2025
İstanbul Teknik ÜniversitesiBilgisayar Mühendisliği Ana Bilim Dalı
Yükleniyor...
- Yaşam döngüsü analizi ile plastik geri kazanım sektörünün çevresel etkilerinin belirlenmesi
Determination of environmental impacts of the plastic recycling industry through life cycle assessment
ÖZLEM BİLALOĞLU
- Korteks davranışının vuru üreten hücre modeli ile incelenmesi
Analysis of cortex behavior by a spiking neuron model
YUSUF KUYUMCU
Yüksek Lisans
Türkçe
2014
İstanbul Teknik ÜniversitesiElektronik ve Haberleşme Mühendisliği Ana Bilim Dalı
Yükleniyor...