It is interesting to see in this section the complex functions of self-disparaging humour deployed in the classroom can help the teachers to establish, maintain relationship with students. Besides deploying self-disparaging humour, teasing humour is frequently used to carry out various complex functions.
5.7.2.2. Teasing humour
Drawing from the previous sections, it is argued that the role of joke and humour can usefully help the teachers to mitigate the negative effects of criticism and evaluation in the classroom. When the teachers deploy teasing humour, interestingly, it seems very often that a particular student becomes the target of the criticism, albeit still in a fairly relaxing environment, in order to bring in funny atmosphere. Extract …show more content…
However, the representative fails to repeat the word before the teacher signals time-up in line 237. In line 238, P shows her disappointment in her turn. P’s complaint is quickly taken up and intensified by the teacher’s tease using a cartoon tone of voice. The teacher’s tease is directed at the representative student and refers him as an obstacle for the success of his team. The effect of face threating of the teacher’s tease is mitigated by her use of cartoon tone. Also, as the tease is considered as non-serious, it reflects the classroom’s routine and the close teacher-student relationship. A similar example of teacher’s tease is in extract 12. In this extract, the teacher nominates individual student to read a given English text. The aim of this exercise is to improve students’ pronunciation. The extract depicts how teacher build up teasing humour to make fun of a male student for his shyness and hesitation when the class has a female …show more content…
Although the teacher tries to encourage C to read the text (line 4), it is clear that C fail to integrate after a 1-second gap. As a result, teacher produces the first tease by pointing out the possibility that C’s performance is affected by the presence of a new female student. Using student relationship norms to make C the target of the tease, the teacher successfully maintains a funny classroom environment as seen from the students’ giggle in line 6.
In line 8, after understanding that C is confused recognising that the new student is actually his old classroom monitor (C has just graduated from the university), the teacher takes advantages of C’s use of the word “think” to continue the tease of C’s poor memory (forgetting a friend easily). It is interesting to see the teacher makes a dual tease at both C and another student (Mr. Chien in line
5.7.2.2. Teasing humour
Drawing from the previous sections, it is argued that the role of joke and humour can usefully help the teachers to mitigate the negative effects of criticism and evaluation in the classroom. When the teachers deploy teasing humour, interestingly, it seems very often that a particular student becomes the target of the criticism, albeit still in a fairly relaxing environment, in order to bring in funny atmosphere. Extract …show more content…
However, the representative fails to repeat the word before the teacher signals time-up in line 237. In line 238, P shows her disappointment in her turn. P’s complaint is quickly taken up and intensified by the teacher’s tease using a cartoon tone of voice. The teacher’s tease is directed at the representative student and refers him as an obstacle for the success of his team. The effect of face threating of the teacher’s tease is mitigated by her use of cartoon tone. Also, as the tease is considered as non-serious, it reflects the classroom’s routine and the close teacher-student relationship. A similar example of teacher’s tease is in extract 12. In this extract, the teacher nominates individual student to read a given English text. The aim of this exercise is to improve students’ pronunciation. The extract depicts how teacher build up teasing humour to make fun of a male student for his shyness and hesitation when the class has a female …show more content…
Although the teacher tries to encourage C to read the text (line 4), it is clear that C fail to integrate after a 1-second gap. As a result, teacher produces the first tease by pointing out the possibility that C’s performance is affected by the presence of a new female student. Using student relationship norms to make C the target of the tease, the teacher successfully maintains a funny classroom environment as seen from the students’ giggle in line 6.
In line 8, after understanding that C is confused recognising that the new student is actually his old classroom monitor (C has just graduated from the university), the teacher takes advantages of C’s use of the word “think” to continue the tease of C’s poor memory (forgetting a friend easily). It is interesting to see the teacher makes a dual tease at both C and another student (Mr. Chien in line