指導と結びつきうる「からかい」

「いじり」の相互行為分析

抄録

　In the classroom, although students often laugh with friends, teachers cansometimes censure them for certain activities where laughter is unacceptablebehavior. This paper describes the structure of this type of hilarity, consideringinstances where teachers can disapprove, according to ethnomethodology andconversation analysis　By analyzing two types of interaction, the author attempts to shed light onthe following main points. First, in terms of laughter produced during a groupinterview, two types of laughter exist. On the one hand, some jokes elicit laughterfrom every participant. On the other hand, some jokes are not funny for allparticipants. Some activities considered to be joking produce the latter kind oflaughter, and can be penalized by the teacher. This form of mockery differs incertain aspects from that examined in a preceding study by Drew. Second, ittends to be produced in a particular sequence organization. Three steps have beenobserved in such a sequence. First, a preceding actor acts in a certain manner so asto poke fun at a subsequent actor. Some actions tend to be utterances organized asfirst-pair part with some amusing components, or to be utterances with humorouscomponents dependent on a preceding utterance. Second, when the subsequentactor responds to the preceding action, the embedded comical component isimputed to him. Third, participants can laugh at the subsequent actor because ofthis 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 toimpose sanctions against the rejection of the preceding action.　As a consequence of these structures, the subsequent actor is given a paradoxicalidentity different from those sharing co-membership.