Teasing as an Interactional Resource for Humor and Identity Construction in Language Learner Interactions
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Ryoo, Hye-Kyung. 2010. Teasing as an interactional resource for humor and identity construction in language learner interactions. Discourse and Cognition 17.1, 21-44. This paper describes the process of identity construction of the nonnative speaker learners of English through teasing. The study is based on a close examination of the talk-in-interaction in learner-learner small group discussion activities. The analysis of sequentially developing turns of talk in teasing action revealed that the learners enacted their nonnative speaker identity as an interactional resource in collaboratively constructing teasing actions. It was found that the learners' teasing each other on their second language difficulties played a role of making otherwise stressful second language use situations a relaxing and friendly environment through evoking a playful situational frame. Based on the findings, this paper argues for the positive role of teasing for the language learners to attend to their language mistakes and errors in a less stressful environment. (Daegu University)
Abstract
Ryoo, Hye-Kyung. 2010. Teasing as an interactional resource for humor and identity construction in language learner interactions. Discourse and Cognition 17.1, 21-44. This paper describes the process of identity construction of the nonnative speaker learners of English through teasing. The study is based on a close examination of the talk-in-interaction in learner-learner small group discussion activities. The analysis of sequentially developing turns of talk in teasing action revealed that the learners enacted their nonnative speaker identity as an interactional resource in collaboratively constructing teasing actions. It was found that the learners' teasing each other on their second language difficulties played a role of making otherwise stressful second language use situations a relaxing and friendly environment through evoking a playful situational frame. Based on the findings, this paper argues for the positive role of teasing for the language learners to attend to their language mistakes and errors in a less stressful environment. (Daegu University)
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