Akademik Veri Yönetim Sistemi
The International Conference on Conversation Analysis and Language Teacher Education (icCALTE), Ankara, Türkiye, 13 - 15 Şubat 2026, ss.50, (Özet Bildiri)
Multimodal work of doing humour in L2 classrooms
Humour is a significant facet and pervasive part of social interaction. It has received significant amount of attention across various range of disciplines including (applied) linguistics, philosophy, psychology, and sociology. However, humour in Second Language classrooms is still a growing area of research. Studies so far have investigated teachers’ use of ‘humour’ in teaching materials and as a teaching strategy in classrooms (e.g., Bell and Pomerantz, 2016), the roles and social functions of humour (e.g., Wagner and Urios-Aparisi, 2011), and, lately, the sequential aspects and markers of humour in classroom discourse (e.g., Çopur and Brandt, 2023; Priego-Valverde, 2023; Gironzetti, 2022; Reddington and Waring, 2015). Nevertheless, how participants negotiate and co-construct humour multimodally in L2 classrooms remains under-researched. Therefore, drawing on Conversation Analysis and 20-hour video recordings collected from a state university in Türkiye, the present study explores how and what kind of multimodal resources (e.g., verbal, gestural, prosodic) are systematically mobilized by teachers and students in different sequential positions to mark and/or treat turns as humorous in L2 classroom interaction. Through adopting an emic approach, it provides valuable insights regarding indexical aspects of doing humour and how it is negotiated and co-constructed multimodally during routine activities in L2 classrooms. Overall, this study will present an innovative look at humour in L2 classrooms and may open up new array of opportunities to enhance teaching/learning practices. In doing so, it will provide significant implications for teacher education, foreign language teaching, and humour scholarship.
References
Bell, N.D. and Pomerantz, A. (2016) Humor in the classroom: A guide for language teachers and educational researchers. New York, NY: Routledge
Çopur, N. and Brandt, A. (2023) ‘Flagging a turn as humorous with prospective indexicals’, Linguistics and Education, 73(2023), 101141. DOI: 10.1016/j.linged.2022.101141
Gironzetti, E. (2022) The multimodal performance of conversational humor. John Benjamins Publishing Company. ISBN 9789027210999.
Priego-Valverde, B. (2023) Interactional humor: Multimodal design and negotiation. Berlin, Boston. De Gruyter Mouton.
Reddington, E. and Waring, H.Z. (2015) ‘Understanding the sequential resources for doing humor in the language classroom’, HUMOR, 28(1), pp. 1-23.
Wagner, M. and Urios-Aparisi, E. (2011) ‘The use of humor in the foreign language classroom: Funny and effective?’, Humor - International Journal of Humor Research, 24(4), pp. 399-434.