Facework and Prosocial Teasing in a Synchronous Video Communication Exchange

  1. Barry Pennock-Speck 1
  2. Begoña Clavel-Arroitia 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

ISSN: 0210-6124

Año de publicación: 2019

Volumen: 41

Número: 2

Páginas: 35-62

Tipo: Artículo

DOI: 10.28914/ATLANTIS-2019-41.2.02 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

Objetivos de desarrollo sostenible

Resumen

Este estudio se centra en el análisis de las burlas solidarias durante un intercambio mediante videoconferencia (telecolaboración) entre estudiantes de secundaria de ambos sexos de España y Alemania. Argumentamos que los elementos provocativos presentes en las burlas amistosas activan lo que Gregory Bateson denomina un cuadro de juego, en el que los actos aparentemente hostiles contra la imagen pública del interlocutor pueden interpretarse como una conducta lúdica. De esta manera, las burlas solidarias pueden finalmente mejorar la imagen pública de la persona que bromea y de la persona objeto de la burla para así construir una buena relación entre ellos. Nuestro análisis de la imagen pública durante la interacción durante este intercambio telecolaborativo se basa en las nociones de imagen pública, comportamiento y deferencia de Erwin Goffman y se opone al paradigma dominante de (des)cortesía formulado por Jonathan Culpeper, que tiene sus raíces en el trabajo pionero de Penelope Brown y Stephen C. Levinson.

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Información de financiación

3.1. Selection of the Exchange The exchange analysed here was recorded during the Telecollaboration for Intercultural Acquisition Project (TILA), funded by the European Union. The secondary schools participating in the project were located in France, Germany, Holland, Spain and the UK. The Spanish cluster, coordinated by the authors of this article, comprised schools from Germany, Spain and the UK and the target languages were English and Spanish. From this cluster, we obtained fourteen viable recordings of videoconferences within a classroom context. Twelve recordings featured English (ENG) and Spanish (SPA) students and two involved German (GER) and Spanish students.

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Fuente de los datos: Dialnet