Emotions and classroom management

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 t...

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Detalles Bibliográficos
Autor: Santamaría García, María del Carmen|||0000-0003-4160-169X
Tipo de recurso: libro
Fecha de publicación:2016
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:inglés
OAI Identifier:oai:ebuah.uah.es:10017/30346
Acceso en línea:http://hdl.handle.net/10017/30346
Access Level:acceso abierto
Palabra clave:Classroom atmosphere
Discourse analysis
Pragmatics
Politeness
Appraisal
Evaluation
Classroom management
Filología
Psicología
Sociología
Educación
Philology
Psychology
Sociology
Education
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spelling Emotions and classroom managementSantamaría García, María del Carmen|||0000-0003-4160-169XClassroom atmosphereDiscourse analysisPragmaticsPolitenessAppraisalEvaluationClassroom managementFilologíaPsicologíaSociologíaEducaciónPhilologyPsychologySociologyEducationThis 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 and appreciation 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, Locher and 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.Project “EMO-FUNDETT: EMOtion and language 'at work': The discursive emotive/evaluative FUNction in DiffErent Texts and contexts within corporaTe and institutional work”, I+D FFI2013-47792-C2-1-P, sponsored by the Spanish Ministry of Science and InnovationMinisterio de Ciencia e InnovaciónUniversidad de Alcalá. Servicio de Publicaciones20162016-01-01bookhttp://purl.org/coar/resource_type/c_2f33NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/bookapplication/pdfhttp://hdl.handle.net/10017/30346reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)InglésengMinisterio de Ciencia e Innovación http://dx.doi.org/10.13039/501100004837 Not available FFI2013-47792-C2-1-P EMOtion and language ‘at work’: The discursive emotiveopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/303462026-06-18T11:13:07Z
dc.title.none.fl_str_mv Emotions and classroom management
title Emotions and classroom management
spellingShingle Emotions and classroom management
Santamaría García, María del Carmen|||0000-0003-4160-169X
Classroom atmosphere
Discourse analysis
Pragmatics
Politeness
Appraisal
Evaluation
Classroom management
Filología
Psicología
Sociología
Educación
Philology
Psychology
Sociology
Education
title_short Emotions and classroom management
title_full Emotions and classroom management
title_fullStr Emotions and classroom management
title_full_unstemmed Emotions and classroom management
title_sort Emotions and classroom management
dc.creator.none.fl_str_mv Santamaría García, María del Carmen|||0000-0003-4160-169X
author Santamaría García, María del Carmen|||0000-0003-4160-169X
author_facet Santamaría García, María del Carmen|||0000-0003-4160-169X
author_role author
dc.subject.none.fl_str_mv Classroom atmosphere
Discourse analysis
Pragmatics
Politeness
Appraisal
Evaluation
Classroom management
Filología
Psicología
Sociología
Educación
Philology
Psychology
Sociology
Education
topic Classroom atmosphere
Discourse analysis
Pragmatics
Politeness
Appraisal
Evaluation
Classroom management
Filología
Psicología
Sociología
Educación
Philology
Psychology
Sociology
Education
description 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 and appreciation 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, Locher and 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.
publishDate 2016
dc.date.none.fl_str_mv 2016
2016-01-01
dc.type.none.fl_str_mv book
http://purl.org/coar/resource_type/c_2f33
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/book
format book
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/30346
url http://hdl.handle.net/10017/30346
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Ministerio de Ciencia e Innovación http://dx.doi.org/10.13039/501100004837 Not available FFI2013-47792-C2-1-P EMOtion and language ‘at work’: The discursive emotive
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
repository.mail.fl_str_mv
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