TECHICAL Series MATHEMATICS • INFORMATICS • PHYSICS Series PHILOLOGY Series ECONOMIC SCIENCES Sereies EDUCATIONAL SCIENCES Series LAW AND SOCIAL SCIENCES Series
The Role of (Micro)Ethnography in Classroom Research
(Rolul (micro)etnografiei īn cercetarea interacţiunii verbale din orele de limbi străine)
Vol LXII • No. 2/2010 (Special Issue)
Carmen Popescu
Petroleum and Gas University of Ploieşti, 39 Bvd. Bucureşti, Ploieşti
E-mail: anionescu@mail.upg-ploiesti.ro

 Keywords   classroom discourse, laughter, attribution theory, ethnographic data.

 Abstract
We continually tend to make inferences about the world around us and the people in it and this leads to perceiver 'biases' due to the different roles and perspectives of perceivers. The analysis of data coming from classroom discourse points to the idea that in classrooms, as in other settings where there is collective laughter, people laugh together, but not at the same thing or for the same reason. Attribution theory (Jones and Nisbett 1972; Culpeper 2001), specifically the 'actor-observer bias', can be used to highlight differences in understanding laughter and its relevance to human interaction. The article provides arguments in favour of the idea that classic analytical frameworks cannot always explain everything that is going on in classrooms, hence the necessity to develop original analytical frameworks, by adding a (micro)ethnographic dimension, which can validate the results of the analysis.

 Rezumat
Analiza datelor provenind din transcrieri ale īnregistrărilor orelor de limbi străine arată că īn clasă, ca şi īn alte locuri īn care oamenii rād īmpreună, ei nu rād din acelaşi motiv. Teoria atribuţiei (Jones, Nisbett 1972; Culpeper 2001) poate fi folosită pentru a clarifica diferenţele dintre motivele "actorului" şi "observatorului", ca şi relevanţa acestor interpretări pentru investigarea interacţiunii verbale. Articolul oferă argumente īn sprijinul ideii că un cadru analitic clasic nu poate explica īntotdeauna ceea ce se petrece īn interacţiunea din timpul orelor de limbi străine şi că este nevoie să fie create cadre de analiză originale prin adăugarea unei perspective (micro) etnografice, care poate īmbogăţi rezultatele analizei.

Journal INFO (ISSN 1224-2020)
Vol LXII • No. 4/2010
Vol LXII • No. 3/2010 (Special Issue)
Vol LXII • No. 2/2010 (Special Issue)
Vol LXII • No. 1/2010
Vol LXI • No. 2/2009
Vol LXI • No. 1/2009
Vol LX • No. 2A/2008
Vol LX • No. 2B/2008
Vol LX • No. 1/2008
Vol LIX • No. 2/2007
Vol LIX • No. 1/2007
Vol LVIII • No. 2/2006
Vol LVIII • No. 1/2006
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