Face (sociological concept)

About: Face (sociological concept) is a research topic. Over the lifetime, 5171 publications have been published within this topic receiving 96109 citations. The topic is also known as: Lose face & Face (sociological concept).

Storytelling in science

Abstract: Many secondary science teachers face difficulties inspiring their classes. The use of stories can enliven teaching and improve pupils' learning. This article reviews research in this area and offers guidelines and advice as to how teachers can use storytelling to optimum advantage in science.

Language and Subjectivity

Abstract: Understanding the role of language within the formation of a sense of self has been revolutionised by developments in social theory, particularly poststructuralism. There is now a new emphasis on the way in which subjects are vulnerable in the face of powerful discourses such as nation, gender, race and sexuality. This book is a clear and engaging introduction to these developments and their relevance to students of language. Using lively and often personal examples throughout, Tim McNamara explores the role of language within processes of subjectivity using the insights of conversation analysis (CA), creating an original conceptual and methodological bridge between the macro- and micro-dimensions of social discourse and everyday conversational interaction.

Caution And Consensus In American Business Meetings

Abstract: This article contributes to studies of politeness and talk in the workplace. In particular, it focuses on the ways in which cautiousness is exercised to achieve consensus in American business meetings. This topic is elaborated against the real-world background of the surveillance culture of corporate America and a tradition of consensus-oriented decision-making, in the theoretical context of politeness theory (adding variables related to the ‘political economy’ of the investigated interactions), and with the methodological insights provided by conversation analysis. ‘Reversals’ are identified as specific turn patterns in face-saving strategies aimed at consensus. Two processes are highlighted: Attempts at protecting oneself through a reversal of opinion, and protecting others by helping them articulate a reversal.

Providing cognitive and affective scaffolding through teaching strategies: Applying linguistic politeness to the educational context

Abstract: Providing students with cognitive and affective support is generally recognised as important to their successful learning. There is an intuitive recognition of the two types of support being related, but little research explains how such a relationship may be manifested in teaching strategies, or what conditions tutors’ strategic choices in relation to those two types of support. Research on politeness provides plausible answers to those questions. In this paper we present a model of teachers selecting corrective feedback based on the politeness notion of face. We adapt the existing definition of face to the educational genre and we demonstrate how it can be used to relate cognitive and affective scaffolding and to model the selection of teaching strategies given specific contexts.