| 要約(英文) |
In the classroom, although students often laugh with friends, teachers can sometimes censure them for certain activities where laughter is unacceptable behavior. This paper describes the structure of this type of hilarity, considering instances where teachers can disapprove, according to ethnomethodology and conversation analysis By analyzing two types of interaction, the author attempts to shed light on the following main points. First, in terms of laughter produced during a group interview, two types of laughter exist. On the one hand, some jokes elicit laughter from every participant. On the other hand, some jokes are not funny for all participants. Some activities considered to be joking produce the latter kind of laughter, and can be penalized by the teacher. This form of mockery differs in certain aspects from that examined in a preceding study by Drew. Second, it tends to be produced in a particular sequence organization. Three steps have been observed in such a sequence. First, a preceding actor acts in a certain manner so as to poke fun at a subsequent actor. Some actions tend to be utterances organized as first-pair part with some amusing components, or to be utterances with humorous components dependent on a preceding utterance. Second, when the subsequent actor responds to the preceding action, the embedded comical component is imputed to him. Third, participants can laugh at the subsequent actor because of this imputation. In addition, if the subsequent actor does not respond to the preceding action, the preceding actor could repeat this action, that is, to tease, to laugh at him, or to impose sanctions against the rejection of the preceding action. As a consequence of these structures, the subsequent actor is given a paradoxical identity different from those sharing co-membership. |
