« a framework for the analysis of identity as constituted in linguistic interaction » (Bucholtz et Hall, 2005, p. 585)
« linguistic research on identity has become increasingly central within sociolinguistics, linguistic anthropology, discourse analysis, and social psychology » (Bucholtz et Hall, 2005, p. 585)
« approaching identity as a relational and sociocultural phenomenon that emerges and circulates in local discourse contexts of » (Bucholtz et Hall, 2005, p. 585)
« interaction rather than as a stable structure located primarily in the individual psyche or in fixed social categories » (Bucholtz et Hall, 2005, p. 586)
« a discussion of identity that permits researchers to articulate theoretical assumptions about identity often left implicit in scholarship, while avoiding the critiques of this concept that have arisen in the social sciences and humanities in the past two decades » (Bucholtz et Hall, 2005, p. 586)
« our definition of identity is deliberately broad and open-ended: Identity is the social positioning of self and other » (Bucholtz et Hall, 2005, p. 586)
« By sociocultural linguistics, we mean the broad interdisciplinary field concerned with the intersection of language, culture, and society » (Bucholtz et Hall, 2005, p. 586)
« identity is a discursive construct that emerges in interaction » (Bucholtz et Hall, 2005, p. 587)
« we expand traditional macrosociological views of identity to include both local ethnographic categories and transitory interactional positions » (Bucholtz et Hall, 2005, p. 587)
« While individuals’ sense of self is certainly an important element of identity, researchers of individuals’ language use » (Bucholtz et Hall, 2005, p. 587)
« have shown that the only way that such self-conceptions enter the social world is via some form of discourse » (Bucholtz et Hall, 2005, p. 587)
« accounts that locate identity inside the mind may discount the social ground on which identity is built, maintained, and altered » (Bucholtz et Hall, 2005, p. 587)
« identity emerges from the specific conditions of linguistic interaction » (Bucholtz et Hall, 2005, p. 588)
« Identity is best viewed as the emergent product rather than the pre-existing source of linguistic and other semiotic practices and therefore as fundamentally a social and cultural phenomenon » (Bucholtz et Hall, 2005, p. 588)
« the related conversation-analytic notion of identity as an interactionally relevant accomplishment » (Bucholtz et Hall, 2005, p. 588)
« to view identity not simply as a psychological mechanism of self-classification that is reflected in people’s social behavior but rather as something that is constituted through social action, and especially through language » (Bucholtz et Hall, 2005, p. 588)
« it is perhaps easiest to recognize identity as emergent in cases where speakers’ language use does not conform with the social category to which they are normatively assigned » (Bucholtz et Hall, 2005, p. 588)
« identities as social processes do not precede the semiotic practices that call them into being in specific interactions » (Bucholtz et Hall, 2005, p. 588)
« At the most basic level, identity emerges in discourse through the temporary roles and orientations assumed by participants » (Bucholtz et Hall, 2005, p. 591)
« Such interactional positions may seem quite different from identity as conventionally understood; however, these temporary roles, no less than larger sociological and ethnographic identity categories, contribute to the formation of subjectivity and intersubjectivity in discourse » (Bucholtz et Hall, 2005, p. 591)
« the interactional positions that social actors briefly occupy and then abandon as they respond to the contingencies of unfolding discourse may accumulate ideological associations with both large-scale and local categories of identity » (Bucholtz et Hall, 2005, p. 591)
« these ideological associations, once forged, may shape who does what and how in interaction, though never in a deterministic fashion » (Bucholtz et Hall, 2005, p. 591)
« Identities encompass (a) macro-level demographic categories; (b) local, ethnographically specific cultural positions; and (c) temporary and interactionally specific stances and participant roles » (Bucholtz et Hall, 2005, p. 592)
« different kinds of positions typically occur simultaneously in a single interaction » (Bucholtz et Hall, 2005, p. 593)
« an index is a linguistic form that depends on the interactional context for its meaning, such as the first-person pronoun I » (Bucholtz et Hall, 2005, p. 594)
« In identity formation, indexicality relies heavily on ideological structures, for associations between language and identity are rooted in cultural beliefs and values – that is, ideologies – about the sorts of speakers who (can or should) produce particular sorts of language » (Bucholtz et Hall, 2005, p. 594)
« Identity relations emerge in interaction through several related indexical processes, including: (a) overt mention of identity categories and labels; (b) implicatures and presuppositions regarding one’s own or others’ identity position; (c) displayed evaluative and epistemic orientations to ongoing talk, as well as interactional footings and participant roles; and (d) the use of linguistic structures and systems that are ideologically associated with specific personas and groups » (Bucholtz et Hall, 2005, p. 594)
« Less direct means of instantiating identities include such pragmatic processes as implicature and presupposition, both of which require additional inferential work for interpretation » (Bucholtz et Hall, 2005, p. 595)
« Recent work on stance – that is, the display of evaluative, affective, and epistemic orientations in discourse – has made explicit the ways in which other dimensions of interaction can be resources for the construction of identity » (Bucholtz et Hall, 2005, p. 595)
« A somewhat related set of insights comes from the concept of style in variationist sociolinguistics » (Bucholtz et Hall, 2005, p. 596)
« In addition to micro-level linguistic structures like stance markers and style features, entire linguistic systems such as languages and dialects may also be indexically tied to identity categories » (Bucholtz et Hall, 2005, p. 597)
« Identities are intersubjectively constructed through several, often overlapping, complementary relations, including similarity/difference, genuineness/artifice, and authority/delegitimacy » (Bucholtz et Hall, 2005, p. 598)
« Any given construction of identity may be in part deliberate and intentional, in part habitual and hence often less than fully conscious, in part an outcome of interactional negotiation and contestation, in part an outcome of others’ perceptions and representations, and in part an effect of larger ideological processes and material structures that may become relevant to interaction. It is therefore constantly shifting both as interaction unfolds and across discourse contexts » (Bucholtz et Hall, 2005, p. 606)
« The principle stated above helps to resolve a central and longstanding issue regarding research on identity: the extent to which it is understood as relying on agency » (Bucholtz et Hall, 2005, p. 606)
« The five principles proposed here – Emergence, Positionality, Indexicality, Relationality, and Partialness » (Bucholtz et Hall, 2005, p. 607)
\nExtracted Annotations (01/12/2016 à 12:11:26)
\n\"decrire quelques modalités de reformulation spontanees des tuteurs3 face aux réactions des apprenants\" (Trévisiol-Okamura and Marquilló-Larruy 2015:2)
\n\"La situation d'un cours par visioconférence institue un contexte plus spécifique encore qu'une classe de langue\" (Trévisiol-Okamura and Marquilló-Larruy 2015:4)
\n\"la spécificité et l'ambigüité énonciative de la communication\" (Trévisiol-Okamura and Marquilló-Larruy 2015:4)
\n\"dispositif à mi-chemin entre une conversation informelle entre pairs et un dialogue inscrit dans un format contraint par une visée acquisitionnelle\" (Trévisiol-Okamura and Marquilló-Larruy 2015:5)
\n\"le statut de la parole des étudiants-tuteurs oscille sur un axe dont l'un des extrêmes se caractérise par un dialogue + figé + fictionnel (selon l'exemple, resté célèbre, de l'enseignant qui demande l'heure, et qui veut seulement vérifier si l'apprenant sait dire l'heure...) alors qu'à l'autre extrême on aurait un dialogue + informel + spontané + personnel\" (Trévisiol-Okamura and Marquilló-Larruy 2015:5)
\n\"la paraphrase reformulative en la couplant à la notion de multimodalité\" (Trévisiol-Okamura and Marquilló-Larruy 2015:5)
\n\"inscrit la communication dans une approche sémiotique et sociale, allant au-delà du matériau linguistique et fédérant tous les moyens de construire du sens\" (Trévisiol-Okamura and Marquilló-Larruy 2015:5)
\n\"triangulation des donnees en nous basant sur les enregistrements (audio-video ou audio seulement) des interactions, le recueil des echanges ecrits synchrones via chat et asynchrones sur le blog, les syntheses reflexives des tuteurs rédigées quelques semaines après la fin de l'expérimentation ainsi qu'un questionnaire soumis aux tuteurs et aux apprenants afin de recueillir leurs perceptions sur ces echanges\" (Trévisiol-Okamura and Marquilló-Larruy 2015:7)
\n\"analyse des échanges oraux et écrits synchrones\" (Trévisiol-Okamura and Marquilló-Larruy 2015:8)
\n\"difficulté d'improviser des reformulations efficaces dans le feu d'une interaction pédagogique médiée par un dispositif de visioconférence qui n'est pas toujours facilitateur du point de vue de la fluidité communicative (temps de latence entre les messages, problème de clarté du son...)\" (Trévisiol-Okamura and Marquilló-Larruy 2015:16)
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Pourtant, c’est un aspect essentiel pour la réussite de\nl’apprentissage qui a d’autant plus d’importance quand le support pédagogique est complexe\net demande à l’apprenant un grand investissement cognitif. Les émotions conditionnent\neffectivement en partie la réussite ou l’échec de l’apprenant car elles vont intervenir à\nplusieurs niveaux et notamment dans la réalisation des activités demandées par l’enseignant,\ndans la perception du document, dans la motivation de l’apprenant, dans la mémorisation des\ninformations à retenir et surtout dans sa façon de se comporter en classe et de réagir aux\nsollicitations.\nDans le cadre de la classe de langue étrangère, on peut alors s’interroger sur ce qui va\nfavoriser la prise de parole et l’intervention de l’élève dans les interactions. C’est\neffectivement essentiel pour progresser dans ce domaine, car la communication est un objectif\ncentral de cet apprentissage. Il importe donc de s’interroger sur les moyens de limiter l’impact\nde l’affectivité dans cette prise de risque qui peut déstabiliser l’apprenant.", "proceedingsTitle": "Prise de conscience dans la situation d'apprentissage : corps, gestes et paroles", "conferenceName": "", "publisher": "Maitre de Pembroke Emmanuelle and Andrieu Bernard and Aden Joelle", "place": "Créteil, France", "date": "May 2016", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "90-91", "series": "Prise de conscience dans la situation d'apprentissage : corps, gestes et paroles", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://hal.archives-ouvertes.fr/hal-01337343", "accessDate": "2020-03-05T09:03:53Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "HAL Archives Ouvertes", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Emotions", "type": 1 }, { "tag": "Enseignant", "type": 1 }, { "tag": "Enseignement / Apprentissage", "type": 1 }, { "tag": "Gestion de l'espace", "type": 1 }, { "tag": "Langue vivante", "type": 1 } ], "collections": [ "HFZWZ2RJ" ], "relations": {}, "dateAdded": "2020-03-05T09:03:53Z", "dateModified": "2020-03-05T09:03:53Z" } }, { "key": "CLJFJXS4", "version": 5607, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/CLJFJXS4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/CLJFJXS4", "type": "text/html" } }, "meta": { "creatorSummary": "Riquois", "parsedDate": "2015-11", "numChildren": 1 }, "data": { "key": "CLJFJXS4", "version": 5607, "itemType": "conferencePaper", "title": "Prendre la parole sereinement en classe : supports, activités, gestion de l'espace", "creators": [ { "creatorType": "author", "firstName": "Estelle", "lastName": "Riquois" } ], "abstractNote": "Dans l’enseignement-apprentissage des langues vivantes, l’aspect émotionnel est peu mis en avant dans les publications didactiques. Pourtant, c’est un aspect essentiel pour la réussite de l’apprentissage qui a d’autant plus d’importance quand le support pédagogique est complexe et demande à l’apprenant un grand investissement cognitif. Les émotions conditionnent effectivement en partie la réussite ou l’échec de l’apprenant car elles vont intervenir à plusieurs niveaux et notamment dans la réalisation des activités demandées par l’enseignant, dans la perception du document, dans la motivation de l’apprenant et dans la mémorisation des informations à retenir. \nMais ces émotions dépendent de nombreux facteurs dont trois principaux : la nature du support pédagogique, le type d’activité proposé et la gestion de l’espace de la classe. On observe ainsi qu’un document audio sera plus stressant qu’un document écrit pour un apprenant car il lui demandera de se concentrer sur un message dont il ne maitrise pas la matérialité et pour lequel il n’a pas la possibilité de s’appuyer sur une image. De la même façon, lire un texte de théâtre assis à sa place habituelle dans la classe sera moins difficile qu’une lecture faite devant le tableau face à la classe. Les débats dans le cadre de séquences interculturelles sont également des activités délicates car l’apprenant est amené à exprimer plus ou moins son point de vue individuel qui peut être très différent de celui de ses camarades. \nCes observations faites dans les classes et en relation avec les discours des apprenants nous ont amené à interroger différentes combinaisons « support-activité-espace » pour mesurer ce qui peut faciliter l’apprentissage et être profitable à l’apprenant. La salle de classe demande un grand investissement émotionnel à l’apprenant. Comment choisir les activités et les modalités de réalisation de celles-ci pour que cela soit moins stressant et laisse la place à la parole de l’apprenant ? \nAprès avoir rappelé quelques principes théoriques concernant l’aspect émotionnel de l’apprentissage et la gestion de l’espace, nous évoquerons les enquêtes menées auprès des apprenants. Nous aborderons ensuite les activités permettant de développer la compétence orale des apprenants dans des conditions émotionnelles satisfaisantes.", "proceedingsTitle": "Journées d'études ”Entendre, chanter, voir et se mouvoir. Réflexion sur les supports employés dans la classe de langue”", "conferenceName": "", "publisher": "Inalco Plidam", "place": "Paris, France", "date": "November 2015", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://hal.archives-ouvertes.fr/hal-01341649", "accessDate": "2020-03-05T09:03:49Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Prendre la parole sereinement en classe", "language": "", "libraryCatalog": "HAL Archives Ouvertes", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Didactique des langues vivantes", "type": 1 }, { "tag": "Espace de la classe", "type": 1 }, { "tag": "Gestion émotionnelle", "type": 1 }, { "tag": "Parole de l'apprenant", "type": 1 }, { "tag": "Support pédagogique", "type": 1 } ], "collections": [ "HFZWZ2RJ" ], "relations": {}, "dateAdded": "2020-03-05T09:03:49Z", "dateModified": "2020-03-05T09:03:49Z" } }, { "key": "AQ9Y8HJC", "version": 5598, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/AQ9Y8HJC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/AQ9Y8HJC", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/PWRG6MFP", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "AQ9Y8HJC", "version": 5598, "parentItem": "PWRG6MFP", "itemType": "note", "note": "“As for defining it, [discursive psychology] works in three closely related ways:
\n”1. Respecification and critique. Standard psychological topics are respecified as discourse practices. […] We study how people ordinarily, as part of everyday activities, report and explain actions and events, how they characterize the actors in those events, and how they manage various implications generated in the act of reporting. […]
\n”2. The psychological thesaurus. DP explores the situated, occasioned, rhetorical uses of the rich common sense psychological lexicon or thesaurus: terms such as angry, jealous, know, believe, feel, want, and so on. […] By grounding such studies in empirical materials, we are able to explore the ways in which concepts such as ‘know’ or ‘angry’ are used interactionally and rhetorically, with regard to specific, locally relevant alternative descriptions. […]/[saut de page]
\n”3. Managing psychological implications. DP examines discourse for how psychological themes are handled and managed, without necessarily being overtly labelled. We explore how agency, intent, doubt, belief, prejudice, commitment, and so on, are built, made available, or countered ‘indirectly’, through descriptions of actions, events, objects, persons and settings. […] how factual descriptions are used to implicate a range of psychological states and attributions, and vice versa. Again, this kind of psychologically implicative use of factual descriptions is closely tied, in actual talk and its analysis, to participants’ uses of the ‘psychological thesaurus’.” (p. 241-242)
\n\n
“It is sometimes assumed that DP is concerned only with overt talk about mental states, what we have just listed as DP type 2. […] But exploring uses of the psychological thesaurus is only part of DP. DP also explores how mental states feature as talk’s business, rather in the way that CA deals with the relevance of institutional settings and social structures. Psychological categories are analyzed as matters being handled, managed, produced, made relevant (etc.) in the talk, rather than as something sitting outside of the talk, for analysts to use in explaining it […] when we use the term ‘psychological’, we do so under the auspices of DP. We use it provisionally, commonsensically, bracketed off for respecification, or else as DP re-defines it, but not as any kind of commitment to an inner life of the mind, nor to individualism, nor to whatever else academic psychology might assume or propose. ” (p. 242)
\n\n
“[…] DP focuses on person and event descriptions in talk and text. It examines how factual descriptions are assembled, how they are built as solidly grounded or undermined as false, and how they handle the rational accountability (or otherwise) of actors and speakers.” (p. 243)
\n\n
“The sense of ‘construction’ that we are using here, is what we have called ‘epistemic’ rather than ‘ontological’ […]” (p. 243)
\n\n
“We also emphasize rhetorical organization, how descriptions and their inferences routinely (and not only in adversarial contexts) attend to possible or actual counter versions. Descriptions are constructive of their objects. This is not to say that talk brings things into the world, but rather, that descriptions are categorizations, distinctions, contrasts; there are always relevant alternatives available. This permits descriptions to be performative; they offer one construction rather than another, produced in sequential and rhetorical contexts, where the specifics matter for the actions being done.” (p. 243)
\n\n
“The specific words that we are using, ‘sexy’ and ‘flirtatious’, are ours and not definitive (though they are used later by the counsellor as formulations of what Jimmy was saying), but the point is that something like that is implicitly conveyed. It is done not by overtly calling his wife sexually motivated and flirtatious, but by making those kinds of characteristics inferentially available, as categories that a hearer of these descriptions can infer for themselves. […] Connie’s character, motives and intentions (psychological matters) are built and countered by descriptions of witnessable things – her skirt and her actions, the proximity of those things to the descriptions of Dave, and
\ntheir place in the narrative sequence.” (p. 245)
\n\n
“Consider now the use of an overt psychological term, ‘I don’know’, in line 2. It would be a mistake to hear this as simply an assertion of ignorance or uncertainty, or even as an ‘assertion’ at all (it is said parenthetically, with no explicit object). What it does, like the rest of the sequence in which it occurs, is attend to Jimmy’s own character, as a [saut de page] purportedly jealous and suspicious husband who may be prone (in this case) to some kind of obsessive monitoring of the details of his wife’s clothing and behaviour.” (p. 245-246)
\n\n
“Expressions such as ‘I don’t know’ can do interactional work of this kind, attending to potential common sense inferences and rhetorical alternatives at stake in the interaction […]” (p. 246)
\n\n
“What makes these kinds of analytic observations more than merely ad hoc comments on particular stretches of talk, is that they are recurrently applicable to a wide range of materials. Motives and intentions (vernacularly understood) are built inferentially out of descriptions of actions and events; they are built to contrast with alternatives; they attend to matters local to the interactional context in which they occur; and they attend reflexively to the speaker’s stake or investment in producing those descriptions.” (p. 246)
\n\n
“So ‘not knowing’ is analyzable for what it does, not just for what it says about states of mind.” (p. 247)
\n\n
“We can distinguish three theoretical versions (there may be others) of what is going on when someone says how they feel, what they think, want or believe.
\n”1. Utterances of that kind might be taken as reports from within, expressions of mental states. […] Within this perspective, talk need not be a straightforward reflection of mind. People can lie, be wrong about themselves, strategic, or inarticulate. So caution is always required when finding mind behind words, and sometimes special procedures are deployed to reduce unreliability. But according to this approach, the expression and communication of thoughts is basically what talk does.
\n”2. […] the notion that words such as ‘think’ or ‘feel’ express or refer to mental states is rejected in favour of an analysis of how those words are properly used, in publicly ratifiable ways. Anyone, whether philosopher or lay person, who claims to be using such words to refer to an essentially private mental experience is making a conceptual error. [...]/[saut de page]
\n”3. […] a third approach recognizes that there is nevertheless some substance to the idea of referring to private mental states, though not as the analyst’s favoured theory of language and mind. The very idea of reference to mental states is at least conceivable, if only for it to be attributed by their critics to cognitivists and misguided lay persons. In this third approach, the status of reference to internal mental states is not something to be refuted, even though it is conceptually refutable, but rather, studied as a practice within public forms of life. People may sometimes talk as if, or on the proposed and oriented-to basis, that their words are expressing inner thoughts and feelings. It is a basis and orientation found in clinical psychology for example, if we approach clinical attributions as studiable practices rather than rival theories. But it is found also in everyday talk, where again it is available for study as a social practice. It is also something that can be countered, not only by philosophical argument, but as part of everyday practices. People may point to inconsistencies, or to evidence to the contrary, or to disagreements, or to the speaker’s proposed strategic aims, and thus challenge any claim that they are merely reporting what they think.
\n”DP rejects position (1), in the main aligns theoretically with position (2), but mostly develops position (3), by approaching mentalistic claims as performative rather than merely erroneous […]” (p. 256)
\n\n
“There are, therefore, two different kinds of relationship between DP and cognitive psychology. One relationship is that of opposition and critique, in which DP is a rival way of understanding what is going on when people talk, or ‘remember’, or ‘attribute causes’, or ‘express their attitudes and feelings’, or whatever; it is a rival approach to discourse […]. The second relationship is that of studying cognitive and social cognitive psychology as a form of life like any other, studying the set of scientific concepts and practices through which the nature of the ‘cognitive’ is produced […] Neither approach entails any kind of endorsement of cognitivism.” (p. 256)
", "tags": [], "relations": {}, "dateAdded": "2018-03-18T12:12:54Z", "dateModified": "2020-03-04T12:06:31Z" } }, { "key": "FAMBXYJS", "version": 4440, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/FAMBXYJS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/FAMBXYJS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/X23SY829", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "FAMBXYJS", "version": 4440, "parentItem": "X23SY829", "itemType": "note", "note": "“[…] the forms of interaction – like the interview – are themselves governed by strongly institutionalized routines and conventional practices that necessarily leave their imprint […]” (p. 241)
\n\n
“[…] when the interview participants depart from these conventions, this can itself become news, and can even overshadow the substantive matters that originally served as the impetus for doing the interview in the first place.” (p. 242)
\n", "tags": [], "relations": {}, "dateAdded": "2018-03-18T15:29:04Z", "dateModified": "2018-03-18T15:29:07Z" } }, { "key": "XVCSCW5X", "version": 4426, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/XVCSCW5X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/XVCSCW5X", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/RF696IVS", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "XVCSCW5X", "version": 4426, "parentItem": "RF696IVS", "itemType": "note", "note": "
“In Hay’s (1994) study male participants tended to go along with playful abuse that came from other men. Punning, too, can be responded to with mode adoption, and both Norrick (1993:65–66) and Chiaro (1992:113–117) provide examples of spontaneous conversational punning that elicits further punning from other participants. Finally, the ways in which participants playfully collaborate in the creation of fantasy scenarios are explored in detail by (Kotthoff, 1999, further examples can be found in Norrick, 1993; Holmes and Marra, 2002).”, p. 1826
\n\n
“Eisterhold’s (2007) initial report of an ambitious study of failed humor in conversational interaction (950 tokens) found that failed humor was either not taken up (perhaps because it was not recognized as an attempt at humor), or was reacted to nonverbally or through laughter, metalinguistic comments, or comments evaluating either the speaker or the utterance.” (p. 1826)
\n\n
“Rhetorical questions made up 8.1% (n = 15) of responses. Culpeper et al. (2003) note that such questions often function as challenges to the speaker.” (p. 1829)
", "tags": [], "relations": {}, "dateAdded": "2018-03-18T15:15:09Z", "dateModified": "2018-03-18T15:15:23Z" } }, { "key": "R5WU7G56", "version": 4379, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/R5WU7G56", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/R5WU7G56", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/KX4XNDPW", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "R5WU7G56", "version": 4379, "parentItem": "KX4XNDPW", "itemType": "note", "note": "« Adversial humor is thus an important branch of humor research since it allows cognitivists to understand and model the social interactions of humor in relation to the specific goals and motivations of the agents that produce it. » (p. 306)
", "tags": [], "relations": {}, "dateAdded": "2018-03-18T12:40:15Z", "dateModified": "2018-03-18T12:40:19Z" } }, { "key": "AFFVJ47E", "version": 4377, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/AFFVJ47E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/AFFVJ47E", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/W8N6J6W5", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "AFFVJ47E", "version": 4377, "parentItem": "W8N6J6W5", "itemType": "note", "note": "“Under the heading of ‘conversational joking’ I include all those forms or strategies such as word play, teasing, and anecdotes designed to elicit laughter from listeners. […] associated with aggression but also with rapport, and with disrupting conversation but also with intensifying cohesion. ” (p. 409)
\n\n
“[…] while teasing directs aggression toward someone present, allusions seem to express no aggression at all; at the same time, sarcasm can enhance rapport by excluding others, while personal anecdotes build rapport by sharing experiences, and so on for other forms of joking.” (p. 409)
\n\n
“We need a close examination of individual conversational joking exchanges in order to sort out the different ways joking can disrupt and nurture coherence as well as how it can express aggression and build rapport.” (p. 410)
\n\n
“[…] an investigation of various examples of joking from everyday conversation, from which I exclude the telling of narrative jokes.” (p. 410)
\n\n
“[…] involvement is the coordinated give and take of conversation. To maintain involvement, interlocutors send and interpret ‘contextualization cues’ about how they perceive the ongoing activity […] The cues include such prosodic signals as tempo, volume and pitch, such matters of wording as lexical choice, stylistic level and formulaicity, such discourse devices as chunking, focus and overlap, and such reframing devices as the various joking strategies, for instance allusion, word play and innuendo.” (p. 410).
\n\n
“Typically, emphatics, hedges and other evidential markers like really, for sure and a lot encode affect, as do prosody, and various rhetorical strategies. […] Such markers accumulate to determine the affect jointly expressed in an interaction. Consequently, emphatic forms, modulations in prosody, overlapping and rhythmically coordinated speech […] reflect a heightened excitement about the interaction itself; they count as signs of high involvement and convey a metamessage of rapport between the conversationalists.” (p. 410)
\n\n
“[…] conversationalists also often seek to modulate involvement through word play, banter and teasing. […] If the [saut de page] attempt at humor is understood and accepted, participants in the conversation may enjoy enhanced rapport; but if hearers do not get the joke or feel joking is inappropriate in the current context, the result can be misunderstanding, disruption of involvement and loss of rapport.” (p. 410-411)
\n\n
“What we can call a person’s ‘conversational joking style’ would include a propensity to use certain kinds of humor, such as sarcasm versus punning or allusion, and to aim at certain effects, such as put downs versus goofy remarks or self-effacing comments. Some people seem to joke any time and with anybody, while some pairs or groups maintain what I call a ‘customary joking relationship’ (Norrick, 1993), whereby they always joke when they are together, perhaps teasing each other or punning competitively.” (p. 411)
\n\n
“[…] joking seeks to reframe the current activity as play in the sense of Bateson (1953). That is to say that joking signals a non-serious view of the activity in progress – or at least a willingness to suspend the serious view for a while. […] In addition to the play frame it proposes, joking disrupts normal conversational involvement by forcing hearers to discard contextually obvious meanings and to look for obscure interpretations outside the current topic and activity. For instance, irony requires that the recipient reject the literal meaning and infer something like its negation; allusion points beyond its surface meaning to some pre-existing text, and so on for various other types of joking.” (p. 411)
\n\n
“I begin with word play, which disrupts cohesion at the level of the adjacency pair, and work through aggressive forms such as sarcasm and mocking up to longer forms like personal anecdotes, which replace turn-by-turn talk with individual performance. I hope to show how an interactional perspective on joking can incorporate current thinking from linguistic pragmatics and discourse analysis on politeness and distance, power and solidarity into a rich description of joking and involvement in conversation. ” (p. 412)
\n\n
“As Schegloff (1987) points out, the recipient of any utterance which ordinarily requires a response, in particular the first part of an adjacency pair, may choose to make a nonserious response before producing the relevant second part. In doing such a ‘joke first’ the recipient of an utterance generally pretends misunderstanding and reanalyzes it in such a way as to clash with the current context. The ‘joke first’ strategy often plays on an ambiguity or vagueness in a particular word or phrase, and hence depends not only on a particular semantic content but also on a particular lexical form […]” (p. 412)
\n\n
“[…] the potential of joking to change a topic and to influence the direction of conversation, in this particular case to transform an impending monologue into a more balanced conversation, and so to move from information exchange to group rapport as the goal of the talk exchange.” (p. 413)
\n\n
“The appropriate initial response to a pun is, of course, laughter. The recipient laughs to show understanding and appreciation of the joke. Once the audience has laughed, the joker may join in, which makes a further slot available for an evaluative comment […]” (p. 413)
\n\n
“[…] punning disrupts the ongoing interaction: This pun introduces a frame shift which suggests a topic change and threatens to broaden [saut de page] […] into a general play frame.” (p. 413-414)
\n\n
“Puns disrupt current topical talk by misconstruing and redirecting it. By contrast with narrative humor, puns are quite aggressive toward listeners in testing them. We do not announce puns or preface them as we do anecdotes and canned jokes. We cannot ask if our listener has heard the one about so and so, because puns grow out of the immediate context of talk. They test our attention to this context, and our ability to reanalyze the talk within it rapidly, as well as our ability to ‘take a joke’ in some cases. […] So we test the background knowledge of our listeners, but also their attitudes toward and tolerance about potentially embarrassing and taboo areas.” (p. 414)
\n\n
“[…] one sort of verbal aggression often associated with puns: The punster moves into an antagonistic relationship with one or more listeners, thus realigning the participants in the conversation. This attack differs from the rather mild aggression associated with puns as little understanding tests not only in severity, but also in the clear aim it takes at an individual.” (p. 415)
\n\n
“[…] by using humor, the person responding goes ‘off record’, so that the first speaker need not register the face threat as such. Furthermore, if humor allows us to talk off record, it provides us with a way of accomplishing certain conversation aims without strict accountability.” (p. 415)
\n\n
“[…] word play may become the primary activity during some stretches of conversation, or it may amount to an undercurrent which percolates up to the surface occasionally, but in both cases the overall effect is heightened involvement.” (p. 415)
\n\n
“[…] it violates our expectations for sequential relevance by forceably yoking the noun yawl with the Southern personal pronoun y’all based on their fortuitous phonological identity.” (p. 416)
\n“One pun leads to another, not only because it establishes a play frame and prompts participants to work out secondary meanings for apparently appropriate utterances, but also because punning is a competitive high-involvement game for those conversationalists who engage in it regularly.” (p. 416)
\n\n
“Once a pun has introduced a play frame, all kinds of humor become acceptable. And this holds for word play generally.” (p. 417)
\n\n
“Of particular interest here for the analysis of conversational involvement is the way participants take turns in making contributions to the humorous framework once established.” (p. 418)
\n\n
“The allusion works on several levels at once in conversational humor. First of all, conversationalists gain prestige any time they can sucessfully weave an allusion into the fabric of spontaneous conversation. […] unfunny allusion can excite a laugh of recognition and a moment of rapport between participants in a conversation, because they can bask in their shared ability to identify the relevant intertextual source […]” (p. 418)
\n\n
“Any unannounced intertextual reference or allusion poses an understanding test, which can elicit laughter and enhance rapport in its own right.” (p. 419)
\n\n
“Once one participant in a conversation begins any kind of word play, it introduces a play frame which sets the stage for further play by others. This often results in an interaction where participants take turns contributing funny lines to the ongoing discourse, and it may involve joint production as such. Either way, participants have a chance to perform for the group, to test for and demonstrate shared background knowledge and attitudes, and to enjoy laughing together. The effect is high involvement and consequent enhancement of rapport.” (p. 419)
\n\n
“Irony seems less frequently to generate further humorous talk than hyperbole or punning, perhaps because it has come to be an unmarked form of expression for many speakers. […]” (p. 420)
\n\n
“A smile or some other signal may initiate a joking frame, and it may be in force by default in interactions between friends, especially those who view themselves as partners in a customary joking relationship […]” (p. 420)
\n\n
“[…] the polite thing to do when someone produces a slip of the tongue or any other social faux pas is simply to ignore it and get on with the business at hand. Drawing attention to an error amounts to a face threat, so even a verbatim repeat counts as mocking […] But again the metamessage comes across that this is just play […]” (p. 423)
\n\n
“[Mocking] plays a special role in group involvement. We poke fun at those who are different from us, but also at the foibles and slips of members within our group; and in both cases our laughter aims at behaviors which we censure or at least seek to avoid. Teasing within the group betokens solidarity and enforces norms. And in spite of its initial aggression – indeed to a great extent because of it – mocking ends up identifying inappropriate forms of behavior for everyone present, including the person who was not paying attention or who made the error. […] These are far from serious infractions; they invite amusement, rather than outrage. But conversationalists did take note of them, which shows attention to and concern with the verbal performance of group members. This suggests a metalingual function for joking, which can positively influence involvement in the long run.” (p. 423)
\n\n
“Laughing together further enhances the rapport which develops from sharing personal anecdotes.” (p. 424)
\n“Morreall (1990) argues that funny stories we tell about ourselves are more efficient tools of humor than canned jokes, first because they grow out of our personal experience, and second because we tailor them to fit the current context. This makes personal anecdotes more effective in maintaining involvement. Even a personal anecdote told many times before can arise in and take on the feel of its immediate context, while at the same time reflecting the individual perceptions and feelings of the teller.” (p. 424)
\n\n
“Evaluative comments from listeners, themselves intended to elicit further laughter, routinely appear at the close of a funny anecdote or almost anytime after the initial statement of plot or theme, and quite freely once laughter has interrupted it. Personal anecdotes produce almost immediate audience participation, and thus work less like a performance for a passive audience than a routine contribution woven into the ongoing pattern of alternating turns.” (p. 425)
\n\n
“The structure we see here recurs in humorous personal anecdotes. The teller states the basic plot or theme of the narrative, then tells (and retells) the story, dramatizing dialogue and stressing different aspects each time. Audience participation can ensue any time after the initial statement of the plot or theme. It usually begins with laughter, but once the listeners have laughed, they freely offer comments and invent dialogue of their own. Finally, the anecdote establishes a scene and characters which the audience and the teller then use as a backdrop for their respective humorous role play and comment. Either the teller or a recipient may formulate the significance or moral of the story in a closing statement.
\n”At the same time, the scene presents possibilities for serious discussion. […] the function of personal anecdotes in creating involvement, and ultimately in mutual revelation by the participants in talk.” (p. 427)
\n\n
“[…] we also find cases where two or more conversationalists participate more or less equally in constructing a narrative about some event they experienced separately. And, of course, they may produce a humorous narrative, either because the event is funny in its own right or because they adopt a funny perspective on it.” (p. 428)
\n\n
“Joint production aligns the participants together, rather than setting up a teller on one side and an audience on the other. Consequently, the passage illustrates excellent conversational rapport.” (p. 429)
", "tags": [], "relations": {}, "dateAdded": "2018-03-18T12:39:34Z", "dateModified": "2018-03-18T12:39:37Z" } }, { "key": "2EPKY62B", "version": 4376, "library": { "type": "user", "id": 87713, "name": "aquilario", "links": { "alternate": { "href": "https://www.zotero.org/aquilario", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/87713/items/2EPKY62B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/aquilario/items/2EPKY62B", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/87713/items/4SNVNR4R", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "2EPKY62B", "version": 4376, "parentItem": "4SNVNR4R", "itemType": "note", "note": "« Il nous paraît donc raisonnable de dire que le processus d'apparition d'un rire, son sens e tsa fonction, dépendent largement des composantes de la situation dans laquelle s'est produit le rire, comme l'ambiance de l'interaction, la relation entre les interactants et notamment les paroles prononcées par ceux-ci : on ne pourra pas dire que le rire produit en situation d'interaction quotidienne, tel que celui qui apparaît dans une conversation amicale menée après le cours ou dans une causerie entre connaissances rencontrées par hasard dans une rue du quartier, ait la même origine et le même sens que l'on observe en classe de langue. » (p. 22)
\n\n
« Ainsi, nous paraît-il légitime, lorsqu'on met en lumière le processus de production du rire ainsi que le sens de chaque occurrence de rire, de s'intéresser aux aspects langagier, énonciatif et interactionnel plutôt qu'à d'autres sphères, comme l'état psychologique des interactants, qui est souvent non identifiable pour l'observateur. » (p. 22)
\n\n
« D'une manière générale, le rire peut être abordé comme une manifestation d'agressivité, d'hostilité ou de mépris. Il peut être compris aussi comme l'apparition d'un(e) approbation/hésitation/refus, d'un soulagement, d'un plaisir, d'une satisfaction ou d'autres sentiments non agressifs, voire amicaux et intimes, provoqués, par exemple, par un événement humoristique inattendu dans la circonstance en cours.
\n» On aura probablement raisons de dire que le rire qui apparaît en classe de langue est une expression d'émotion aimable et non agressive – bien que parfois d'hésitation ou d'insatisfaction [...] » (p. 23)
\n\n
« […] on pourrait catégoriser la plupart des occurrences du rire observables en classe de langue du côté aimable plutôt que du côté agressif, mais cette classification échappera encore à toute précision. Car […] le rire ne porte en soi pas de signification définie a priori […] Il se produit comme une action destinée à l'interlocuteur ou comme une réaction à l'action effectuée par ce dernier […] [saut de page] C'est dire que le sens d'un rire qui apparaît au cours de l'interaction devrait être « interprété » à partir de l'enchaînement des paroles prononcées juste avant et/ou juste après le rire. » (pp. 23-24)
\n\n
« Une telle schématisation fonctionnelle de la structure de l'interaction nous amènera à dire qu'un rire peut apparaître soit comme une action destinée à l'interlocuteur, soit comme une réaction à l'action faite par ce dernier, soit comme à la fois une réaction et une action. Par ailleurs, elle aidera à mettre en lumière le processus d'apparition du rire, c'est-à-dire l'origine de ce dernier d'une part et sa fonction d'autre part. Et dans des cas assez particuliers, elle permettra peut-être d'identifier l'émotion du sujet parlant qui se met à rire. » (p. 25)
\n\n
« Le rire peut émerger dans l' « évaluation », positive ou négative, que l'enseignant apporte à des paroles produites par les apprenants. […] Le rire en tant qu'« évaluation » négative peut, quant à lui, être interprété comme la manifestation d'un mécontentement, voire d'un reproche. Dans ce cas il joue le rôle de correcteur par rapport à une réponse fautive […] Ou bien, il serait au contraire un atténuateur de l'évaluation négative surtout lorsqu'il est précédé par une évaluation négative explicitement prononcée. » (p. 27)
\n\n
« […] dans certaines instances de rire […] sa fonction, le processus de sa production et l'état psychologique du sujet qui rit peuvent être cernés du point de vue de la structure de l'interaction. […] Si pour nous, observateurs, il n'est pas toujours facile de mettre en lumière la véritable émotion de l'auteur du rire ainsi que [saut de page] sa fonction dans l'interaction en cours même si nous examinons l'interaction du point de vue de sa structuration, c'est qu'il existe une difficulté d'interprétation déjà chez l'interlocuteur […] l'intention du sujet-auteur du rire peut ne pas toujours être comprise correctement par l'interlocuteur.
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