‘ Tú no eres española ’
-
Rachel L. Shively
Abstract
Teasing has been defined as a humorous speech genre in which a co-present participant is the target of joking (Boxer and Cortés-Conde 1997). Research on teasing in everyday conversation has revealed a range of functions, including social influence, identity negotiation, conflict resolution, bonding, and amusement (e.g. Mills and Babrow 2003). While teasing has long been studied from ethnographic and conversation-analytic perspectives, the insights and methods from this research have heretofore not been applied to teasing involving L2 learners. The present study addresses this topic, analyzing teasing in conversations between L2 learners studying abroad in Spain and their Spanish host families and applying a communities of practice framework to examine teasing practices.
Abstract
Teasing has been defined as a humorous speech genre in which a co-present participant is the target of joking (Boxer and Cortés-Conde 1997). Research on teasing in everyday conversation has revealed a range of functions, including social influence, identity negotiation, conflict resolution, bonding, and amusement (e.g. Mills and Babrow 2003). While teasing has long been studied from ethnographic and conversation-analytic perspectives, the insights and methods from this research have heretofore not been applied to teasing involving L2 learners. The present study addresses this topic, analyzing teasing in conversations between L2 learners studying abroad in Spain and their Spanish host families and applying a communities of practice framework to examine teasing practices.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
-
Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
-
Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Language practice in dialogue
- The complex nature of Language-related Episodes 25
- Navigating the language-learning classroom without previous schooling 49
- Multimodality and coordinated participation in L2 interaction 79
-
Learning culture and identities through dialogue
- ‘ Tú no eres española ’ 107
- Exploring the complex nature of language and culture through intercultural dialogue 139
- Multilingual Eurovision meets plurilingual YouTube 167
-
Learning practices of communities
- Dialogic knowledge building in learning communities 195
- Artifacts, gestures and dispensable speech 221
- Changing frames in native speaker and learner talk 253
- Transnational, transcultural, translingual communities of practice in flux 287
- About the authors 307
- Index 311
