Disagreeing without a ‘no’: How teachers indicate disagreement in a Hong Kong classroom

Lopez-Ozieblo, Renia

doi:10.1016/j.pragma.2018.08.016

Cited by 20 publications

(21 citation statements)

References 60 publications

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“…Zhu, 2014). Moreover, the features of anonymity and synchronicity make CMC communication distinct from face-to-face interaction, as disagreement is a dispreferred option in cases such as classroom teaching (Lopez-Ozieblo, 2018). As an increasing number of people interact with each other in the CMC environments, our expectations toward politeness have begun to shift (Graham & Hardaker, 2017); therefore, disagreement is more likely to occur in CMC than in face-to-face contexts, although further cross-modal investigations are required to test this point of view.…”

Section: Discussionmentioning

confidence: 99%

Disagreement Strategies on Chinese Forums: Comparing Data From Hong Kong and Mainland China

Yang

2021

SAGE Open

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Prior research on disagreement has mainly focused on its negative impact, suggesting that disagreement should be avoided in communication. Consequently, disagreement is rarely studied in computer-mediated communication, particularly in the Chinese context. Adopting the interactional approach, this project pioneers the investigation of disagreement strategies on online forums in Hong Kong and mainland China, in hopes of providing insights into a better understanding of disagreement in the Chinese online context and shedding light on politeness theory in intercultural communication among Chinese people. Two threads on a similar topic were selected, from which 400 comments were collected and annotated for further analysis. Our results showed that, instead of being a face-threatening act, disagreement maintained and enhanced the interlocutors’ face and advanced the communication of information within each thread. Moreover, although the distribution of the five disagreement strategies was similar in the two sites, there were notably more disagreement tokens and negative comments on the Hong Kong forum. The observed divergence has been attributed to the different degrees of collectivism–individualism in the two regions, the internet censorship in mainland China and the nature of the two forums selected, which remain to be confirmed in future studies.

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Section: Discussionmentioning

confidence: 99%

Disagreement Strategies on Chinese Forums: Comparing Data From Hong Kong and Mainland China

Yang

2021

SAGE Open

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“…For medical interactions, research has found important more implicit indicators are pauses, delays, hesitancies (Stivers, 2007), minimal feedback and minimal or non-committal responses (Aronsson and Rindstedt, 2011), sotto voce, low volume, pauses, outdrawn responses, and other prosodic devices (Aronsson and Sätterlund-Larsson, 1987). Similarly, Lopez-Ozieblo (2018) found that in classrooms, forms of mitigated disagreement such as hedging, hesitations, seeking common ground, laughing, and silence are the most used forms of disagreements.…”

Section: Analytical Methods and Frameworkmentioning

confidence: 99%

Talking about chronic pain: Misalignment in discussions of the body, mind and social aspects in pain clinic consultations

Declercq

2021

Health (London)

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In Western societies, human existence and illness are mostly constructed from the perspective of mind-body dualism: body and mind are considered to function independently, and the body/the physical as primary and more real. Research shows, however, that mind-body dualism is no longer tenable, especially in healthcare contexts. This led to the rise the biopsychosocial model, in which bodily experiences, including illness, are seen an interplay of the physical and the psychological, and the social. This model is the current gold standard for treating chronic pain. As these perspectives on the body and illness are potentially conflicting, and discursively constructed, this paper examines whether they are a source of misalignment in interactions between chronic pain patients and their doctors in a pain clinic. The analysis shows these perspectives indeed lead to misalignment, for instance when discussing the relevance of psychotherapy, and lead to intricate uses of argumentative resources to account for the differing perspectives on (the treatment of) pain.

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“…"no, that's not right") called 'Bald on record' and the other involving indirect mitigation (e.g. through questions) [14,18].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…. " clearly falls under the category of a negating linguistic indicator thus making the disagreement to be 'Bald on record' ( [14]) type. Secondly, the instructor did not stop after disagreeing but rather went ahead with a supplementary conceptual explanation on the 'why' of her response.…”

Section: B During Interaction: Episode Imentioning

confidence: 99%

“…Disagreements can disturb the flow of a conversation when participants realize they hold contradictory beliefs. A disagreement is defined as an expression of a view that differs from that expressed by another speaker [12]; during a disagreement, common ground must be established before the discourse can proceed [13,14]. This is often achieved through clarification, justification, or explanation.…”

Section: Introductionmentioning

confidence: 99%

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Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction

Sirnoorkar¹,

Hass²,

Ryan³

et al. 2020

2020 Physics Education Research Conference Proceedings

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As part of a larger study of exploring students' problem solving in small groups, we investigated how the instructor influences students' epistemic framing in an upper-division electromagnetism class. We use the CAMP (Conceptual, Algorithmic, Mathematics, Physics) framework to investigate the dynamics of students' frames surrounding their interaction with the instructor, tracking frame triplets before, during and after the instructor's intervention during tutorial sessions. We present a case study of one such triplet (AP, CP, AP) by qualitatively analyzing student interaction with the instructor. Careful examination indicates that disagreements during the interaction necessitated the instructor to initiate conceptual discussion thereby causing a frame shift from an algorithmic to a conceptual frame.

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Disagreeing without a ‘no’: How teachers indicate disagreement in a Hong Kong classroom

Cited by 20 publications

References 60 publications

Disagreement Strategies on Chinese Forums: Comparing Data From Hong Kong and Mainland China

Disagreement Strategies on Chinese Forums: Comparing Data From Hong Kong and Mainland China

Talking about chronic pain: Misalignment in discussions of the body, mind and social aspects in pain clinic consultations

Qualitative Analysis of Students' Epistemic Framing Surrounding Instructor's Interaction

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