AbstractThis study qualitatively examines possible communicative functions of laughter in English-as-a-lingua-franca (ELF) interactional contexts. It particularly focuses on the sequences when students and their instructors deal with miscommunication in multilingual writing classrooms at a US university. Adapting perspectives from the multimodal turn, I conceive of laughter as part of the diverse multimodal interactional resources that speakers in ELF contexts can coordinate with speech and other nonverbal, embodied actions (e.g. smile and body orientation), but that are distinct resources from speech. Combining sequential, multimodal analysis with ethnographic information, the data analysis reveals that laughter can have various functions in ELF classroom interactions at miscommunication moments. Laughter often subtly signals nonunderstanding, which can then lead to interactional repair. Other possible functions of laughter include pre-empting miscommunication by marking a speaker’s problem related to vocabulary; teasing specific interlocutor(s); and building solidarity through shared laughter. Based on the analysis in this article, it can be argued that laughter may in fact be counterproductive in resolving misunderstanding in ELF classroom interactions due to its ambiguous, implicit nature. Findings suggest that ELF researchers benefit from developing a multimodal orientation by integrating nonverbal interactional resources into their discourse analyses in order to examine interlocutors’ complex communicative strategies in a way that meaningfully coordinates various semiotic modes such as laughter and smile. Such an approach would provide a more robust conceptualization of communicative competence or practice of interlocutors in ELF contexts.
