SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 - Sayı: Özel Sayı

‘Can anyone help her?’: Managing Student Embarrassment in the Adult ESL Classroom

Ann Tai CHOE
Pages
16–35
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Heath, 1988; Sandlund, 2004) by examining the sequential environments of embarrassment in the adult ESL classroom, the characteristics of and orientations to embarrassment, and how such sequences are made relevant by the participants in classroom talk-in-interaction

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper investigates how an English as a second language (ESL) teacher manages student embarrassment in the adult ESL classroom.
📊
Key Findings & Data:Data consist of approximately 4 hours of video-recorded classroom interactions at a low-intermediate adult ESL class in the United States.
💡
Conclusion & Impact:Heath, 1988; Sandlund, 2004) by examining the sequential environments of embarrassment in the adult ESL classroom, the characteristics of and orientations to embarrassment, and how such sequences are made relevant by the participants in classroom talk-in-interaction
🔬Design:Research Article
📍Scope:2016 Verileri
⚙️Variables:Domain Parameters

Abstract

This paper investigates how an English as a second language (ESL) teacher manages student embarrassment in the adult ESL classroom. Data consist of approximately 4 hours of video-recorded classroom interactions at a low-intermediate adult ESL class in the United States. Participants include a female teacher and eight adult English learners of various L1 backgrounds. Using conversation analysis, this paper describes several ways in which the teacher orients to potential displays of student embarrassment during classroom interactions: (1) excusing the failure and inviting peer support, (2) excusing the failure and providing a factual account, and (3) attributing the failure to creativity. The findings of this study contribute to the growing literature on contingency in teacher talk (e.g. Waring, 2016; Waring, Reddington, & Tadic, 2016) by identifying a set of teaching practices teachers can use to remediate student embarrassment. The study also contributes to the limited literature on embarrassment in interaction (e.g. Heath, 1988; Sandlund, 2004) by examining the sequential environments of embarrassment in the adult ESL classroom, the characteristics of and orientations to embarrassment, and how such sequences are made relevant by the participants in classroom talk-in-interaction

🔖

Cite This Article

CHOE, A. T. (2022). ‘Can anyone help her?’: Managing Student Embarrassment in the Adult ESL Classroom. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 - Sayı: Özel Sayı, 16–35. https://ajindex.com/articles/531673

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Antaki, C. (1994). Explaining and arguing: The social organization of accounts. London and Beverly Hills: Sage. Arundale, R. B. (2010). Constituting face in conversation: Face, facework, and interactional achievement. Journal of Pragmatics, 42, 2078-2105.
  2. Arundale, R. B. (2013a). Face as a research focus in interpersonal pragmatics: Relational and emic perspective. Journal of Pragmatics, 58, 108-120.
  3. Arundale, R. B. (2013b). Conceptualizing ‘interaction’ in interpersonal pragmatics: Implications for understanding and research. Journal of Pragmatics, 58, 12-26.
  4. Berger, E., & Lauzon, V. F. (2016). Orienting to a co-participant’s emotion in French L2. In M. T. Prior & G. Kasper (Eds.), Emotion in multilingual interaction (pp. 87-110). Amsterdam: John Benjamins. Brown, P., & Levinson, S. (1987). Politeness: Some universals in language usage (Vol. 4). Cambridge, UK: Cambridge University Press.
  5. Borgatta, E. F., & Bohrnstedt, G. W. (1974). Some limitations of generalizability from social psychological experiments. Sociological Methods and Research, 3(1), pp. 111-120.
  6. Burch, A. R., & Kasper, G. (2016). ‘Like Godzilla’: Enactments and formulations in telling a disaster story in Japanese. In M. T. Prior & G. Kasper (Eds.), Emotion in multilingual interaction (pp. 57-85). Amsterdam: John Benjamins. Couper-Kuhlen, E. (2012). Exploring affiliation in conversational complaint stories. In A. Peräkylä & M. L. Sorjonen, (Eds.). Emotion in interaction (pp. 113-146). Oxford: Oxford University Press.
  7. Cupach, W. R., & Metts, S. (1990). Remedial processes in embarrassing predicaments. In J. Anderson (Ed.), Communication yearbook 13 (pp. 323-352).
  8. Newbury Park, CA: Sage. Cupach, W. R., & Metts, S. (1994).
  9. Facework. Thousand Oaks, CA: Sage. Domenici, K., & Littlejohn, S. W. (2006). Facework: Bridging theory and practice. Thousand Oaks, CA: Sage. Drummond, P. D., Camacho, L., Formentin, N., Hefferman, T. D., Williams, F., & Zekas, T. E. (2003). The impact of verbal feedback about blushing on social discomfort and facial blood flow during embarrassing tasks. Behaviour Research and Therapy, 41, 413-425.
  10. Edelmann, R. J., & Hampson, S. E. (1979). Changes in non-verbal behaviour during embarrassment. British Journal of Social and Clinical Psychology, 18(4), 385-390.
  11. Edwards, D., & Mercer, N. (1987). Common Knowledge: The development of understanding in the classroom. London: Methuen/Routledge. Furukawa, G. K. (2016). ‘It hurts to hear that’: Representing the feelings of foreigners on J