Mizahı ve Mizahın Sınıftaki İşlevlerini Keşfetmek: Bir Türk Dil Sınıfı Örneği

Year 2025, Issue: 64, 1855 - 1881, 30.06.2025

Vildan İnci Kavak

https://doi.org/10.53444/deubefd.1588010

Abstract

Bu makale, doğal olarak oluşan etkileşimlerde mizahın işlevlerini Konuşma Analizi (CA) ve metodolojik çerçeve olarak gözlem yoluyla tanımlamayı ve analiz etmeyi amaçlamaktadır. Bu çalışmanın verileri, özel bir dil okulunda iki ay boyunca düzenli olarak yapılan yetişkinlere yönelik İngilizce yabancı dil dersinin ses kayıtları ve sınıfın gözlemlenmesi yoluyla elde edilmiştir. Ses verilerden toplanan bilgileri tamamlamak için gözlem kullanılmıştır. Mizah kullanımının farklı işlevlerini, kapsamını ve buna verilen tepkileri içeren kalıpları belirlemek için 16 ders saati (her biri 40-45 dakika) yazıya geçirilmiş ve incelenmiştir. Kaydedilen etkileşimler, mizahın çoğunlukla spontane olsa da amaçsız bir uygulama olmadığını gösteriyor. Daha ziyade mizah, etkileşimlerle bütünleştirilmiş ikinci dil kültürel bilgi kaynaklarına erişimi kolaylaştırmak, katılımcılar arasında uyum oluşturmak ve öğretmeni daha ulaşılabilir kılmak gibi pedagojik nedenlerle sıklıkla kullanılır.

Keywords

Mizah , İngilizce dil sınıfı , sınıf etkileşimi , konuşma analizi.

Exploring Humour and its Functions in the Classroom: A Sample of a Turkish Language Class

Abstract

This paper aims to identify and analyse the functions of humour in naturally occurring interactions through Conversation Analysis (CA) and observation as the methodological framework. The data for this study were obtained through audio recordings and regular observation of an adult EFL class held regularly for two months at a private language school. Observation has been used to complement the information gathered from the audio-recorded data. Sixteen teaching hours (40-45 minutes each) have been transcribed and studied to identify the patterns featuring the different functions of humour use, its extent and responses to it. The recorded interactions demonstrate that humour is not only a gratuitous practice, even though it is mostly spontaneous. Rather, it is frequently used for pedagogical reasons such as facilitating access to L2 cultural knowledge resources embedded in humorous exchanges, building rapport among participants and making the teacher more approachable.

Keywords

Humour , EFL classroom , classroom interaction , conversation analysis.

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