RT info:eu-repo/semantics/bookPart
T1 Emotions and classroom management
A1 Santamaría García, María del Carmen
K1 Classroom atmosphere
K1 Discourse analysis
K1 Pragmatics
K1 Politeness
K1 Appraisal
K1 Evaluation
K1 Classroom management
K1 Filología
K1 Philology
K1 Psicología
K1 Psychology
K1 Sociología
K1 Sociology
K1 Educación
K1 Education
AB This article explores the emotional consequences of (im)politeness and evaluative language in teacher-student interaction at higher education level together with their influence in learning. In recent years, we have been experiencing an increase in students' challenging attitudes. There seems to be a direct relationship between a good atmosphere in the classroom and an increase in students' and teacher' performances. Therefore, it will be in teachers and students" interest to foster a positive classroom environment, which will hopefully result in a cooperative atmosphere of beneficial effects. I will focus on the expression of attitude (affect and feelings), judgement andappreciation following appraisal theory (Bednarek 2008, Martin and White 2000, 2005, Hunston and Thompson 2000, Thompson and Alba-Juez 2014), and combining it with politeness theory (Brown and Levinson 1987), considering revisions of the model (Eelen 2001, Lakoff and Ide 2005, Locherand Watts 2005, Spencer-Oatey 2002, Watts 2003, Watts, Ide and Ehlich 2005), and further exploration in (im)politeness (Bousfield 2011, Culpeper 2011). My data have been extracted from real class sessions. The methodology for processing the data borrows techniques from Corpus Linguistics (CL), and combines its typically quantitative approach with the more qualitative one by Conversation Analysis (CA) and Discourse Analysis (DA), as done in previous research (Santamaría García 2011, 2013, 2014). Results stress the importance that teachers and students develop sensitivity towards the language they use when interacting (in the classroom or virtual settings), as the interaction generated has effects not only on the relations created among them but on the teaching- learning process.
PB Universidad de Alcalá. Servicio de Publicaciones
SN 9788416599837
YR 2016
FD 2016-01-01
LK http://hdl.handle.net/10017/30346
UL http://hdl.handle.net/10017/30346
LA eng
NO Project “EMO-FUNDETT: EMOtion andlanguage 'at work': The discursive emotive/evaluative FUNction in DiffErent Texts and contextswithin corporaTe and institutional work”, I+D FFI2013-47792-C2-1-P, sponsored by the SpanishMinistry of Science and Innovation
DS MINDS@UW
RD 23-abr-2024