Difference between revisions of "Svahn2017"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Johanna Svahn; | + | |Author(s)=Johanna Svahn; |
|Title=‘Don’t bother with that’: the use of negative imperative directives for defusing student conflict in a special support classroom | |Title=‘Don’t bother with that’: the use of negative imperative directives for defusing student conflict in a special support classroom | ||
| − | |Tag(s)=EMCA; Classroom interactions; Imperatives; Conflict; Affect | + | |Tag(s)=EMCA; Classroom interactions; Imperatives; Conflict; Affect |
|Key=Svahn2017 | |Key=Svahn2017 | ||
|Year=2017 | |Year=2017 | ||
|Journal=Classroom Discourse | |Journal=Classroom Discourse | ||
| − | |URL=http:// | + | |Volume=8 |
| + | |Number=3 | ||
| + | |Pages=235-252 | ||
| + | |URL=http://dx.doi.org/10.1080/19463014.2017.1300100 | ||
|DOI=http://dx.doi.org/10.1080/19463014.2017.1300100 | |DOI=http://dx.doi.org/10.1080/19463014.2017.1300100 | ||
|Abstract=This article examines episodes of potential student conflict in a Swedish special support classroom in which teachers deploy a particular type of directive in the form of a negative imperative: ‘bry dig inte’ (Eng. ‘don’t mind …; don’t bother …’). The analyses of three such extended episodes, by use of a conversation analytic approach, highlight how the focused directive works in a neutralising fashion in relation to students’ affective stances, constructed through bodily displays (postures, facial expressions, gazes) and/or verbal acts (complaints, accusations, insults), explicitly offering an alternative way for involved students to avoid participating in an escalation of a conflict. A pertinent element of the analysed episodes is how the focused directive format appears to downplay the relevance of a conflict source, as well as be orienting more towards teaching students self-restraint than towards reprimand and punishment. The analysis also demonstrated how the directive seems to bear meta-pragmatic knowledge specific to the particular school culture, leading the connotation transmitted in the context to be more comprehensive than what follows from the actual words. | |Abstract=This article examines episodes of potential student conflict in a Swedish special support classroom in which teachers deploy a particular type of directive in the form of a negative imperative: ‘bry dig inte’ (Eng. ‘don’t mind …; don’t bother …’). The analyses of three such extended episodes, by use of a conversation analytic approach, highlight how the focused directive works in a neutralising fashion in relation to students’ affective stances, constructed through bodily displays (postures, facial expressions, gazes) and/or verbal acts (complaints, accusations, insults), explicitly offering an alternative way for involved students to avoid participating in an escalation of a conflict. A pertinent element of the analysed episodes is how the focused directive format appears to downplay the relevance of a conflict source, as well as be orienting more towards teaching students self-restraint than towards reprimand and punishment. The analysis also demonstrated how the directive seems to bear meta-pragmatic knowledge specific to the particular school culture, leading the connotation transmitted in the context to be more comprehensive than what follows from the actual words. | ||
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Latest revision as of 07:05, 27 September 2017
| Svahn2017 | |
|---|---|
| BibType | ARTICLE |
| Key | Svahn2017 |
| Author(s) | Johanna Svahn |
| Title | ‘Don’t bother with that’: the use of negative imperative directives for defusing student conflict in a special support classroom |
| Editor(s) | |
| Tag(s) | EMCA, Classroom interactions, Imperatives, Conflict, Affect |
| Publisher | |
| Year | 2017 |
| Language | |
| City | |
| Month | |
| Journal | Classroom Discourse |
| Volume | 8 |
| Number | 3 |
| Pages | 235-252 |
| URL | Link |
| DOI | http://dx.doi.org/10.1080/19463014.2017.1300100 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This article examines episodes of potential student conflict in a Swedish special support classroom in which teachers deploy a particular type of directive in the form of a negative imperative: ‘bry dig inte’ (Eng. ‘don’t mind …; don’t bother …’). The analyses of three such extended episodes, by use of a conversation analytic approach, highlight how the focused directive works in a neutralising fashion in relation to students’ affective stances, constructed through bodily displays (postures, facial expressions, gazes) and/or verbal acts (complaints, accusations, insults), explicitly offering an alternative way for involved students to avoid participating in an escalation of a conflict. A pertinent element of the analysed episodes is how the focused directive format appears to downplay the relevance of a conflict source, as well as be orienting more towards teaching students self-restraint than towards reprimand and punishment. The analysis also demonstrated how the directive seems to bear meta-pragmatic knowledge specific to the particular school culture, leading the connotation transmitted in the context to be more comprehensive than what follows from the actual words.
Notes
