Humor as Safe House in the Foreign Language Classroom
Humor as Safe House in the Foreign Language Classroom
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幽默是外语课堂的避风港
DOI：
10.1111/j.1540-4781.2011.01274.x
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Nancy Bell
中科院分区：
文献类型：
--
作者：
Anne Pomerantz;Nancy Bell
对第二语言(L2)课堂互动的分析通常将学生的笑话和其他幽默话语归类为扰乱任务的非任务行为，从而使其仅从课堂管理的角度来看是重要的。然而，对语言游戏的研究表明，这种诙谐的话语不仅允许学生构建更广泛的、或许更令人满意的课堂身份，而且还允许学生在更复杂、更具创造性的场合使用语言，而不是通常在第二语言教学环境中发现的那样。同样，批判性的社会语言学家指出，幽默的使用可能构成对单调、文化麻木不仁、甚至威胁面子的课堂实践的反对和/或抵制。本文提出了一种特殊的交际方式--幽默--被视为教学安全屋的案例(Canagarajah，1999,2004；Pratt，1991)，将这一概念扩展到时空领域。具体地说，它借鉴了表现、标准(Bauman，2004；Rampton，2006)和分层同时性(Blommaert，2005；Kramsch&Whiteside，2008)的概念来理解特定的课堂幽默是如何以这种方式发挥作用的。然后，它考虑了将幽默理解为安全屋如何能够为最近关于交际能力和第二语言课堂互动的理论讨论提供参考。[摘自作者]
Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face-threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house (Canagarajah, 1999, 2004; Pratt, 1991), extending this notion beyond spatial and temporal domains. Specifically, it draws on the notions of performance, calibration (Bauman, 2004; Rampton, 2006), and layered simultaneity (Blommaert, 2005; Kramsch & Whiteside, 2008) to understand how particular instances of classroom humor function in this fashion. It then considers how an understanding of humor as a safe house can inform recent theoretical discussions of communicative competence and L2 classroom interaction. [ABSTRACT FROM AUTHOR]
作为对话过程的意义创造：语言课堂上的正式生活和狂欢节
DOI：
10.1080/15348450903130413
发表时间：
2009
期刊：
Journal of Language, Identity & Education
影响因子：
--
作者：
Blackledge A
通讯作者：
Blackledge A