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Emotion in Multilingual Interaction
Edited by Matthew T. Prior and Gabriele Kasper
[Pragmatics & Beyond New Series 266] 2016
► pp. 131–152

Emotional stances and interactional competence

Learning to calibrate disagreements, objections, and refusals

 | Linköping University
This chapter describes a 7-year-old child’s development of interactional competence in Swedish as a second language over a course of 1,5 years. The study documents L2 novices’ methods employed for doing disagreements and refusals by tracking lexico-grammatical and embodied features and the emotional stances displayed thereby. It is argued that emotional stances constitute a significant feature of disagreeing responses by indexing the interlocutors’ emotionally valorized evaluation and alignment towards a specific focus of concern (Dubois 2007). The study combines a CA microanalytic approach with ethnographic analyses of socialization within a classroom community, contributing to a broader understanding of interactional competence as comprising both language-­mediated, and embodied affective stances, assembled, configured and deployed to accomplish social actions in interaction.
Keywords: child development, dispreference, emotion, noncompliance, primary school, socialization
Published online: 3 October 2016
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https://doi.org/10.1075/pbns.266.06cek
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