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Exploring EFL Teachers' and Learners' Perception of L2 Humor: A Case Study of Iranian English Language Institutes

Yıl 2021, , 151 - 168, 08.04.2021
https://doi.org/10.32601/ejal.911225

Öz

The present paper deals with the perception of Iranian EFL teachers and learners in using humor in language classrooms. To this end, 10 English classes with a population of 70 female and male students and 5 male and female teachers in English language institutes in Esfahan were observed during spring and summer 2019. Using an ethnographic approach, the data were collected through observation and interview. The results showed that both teachers and learners had a positive attitude towards the use of L2 humor in the classroom. Language learners reasoned that having a sense of humor is one of the important qualities a language teacher should possess. The teachers and language learners acknowledged the positive effects of humor such as reducing the distance between teachers and learners, lowering learners' anxiety, boosting learners' retention of the lesson, as well as increasing their concentration and motivation. Moreover, language learners showed a preference for the use L2 humor, course-related humor, and L1 norm-oriented types of humor in their classroom.

Kaynakça

  • Auerbach, E. (1993).Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Ayçiçeği-Dinn, A., Şişman-Bal, S. & Caldwell-Harris, C. (2017). Are jokes funnier in one’s native language? Humor: International Journal of Humor Research, 31(1). 5–37, https://doi.org/10.1515/humor-2017-0112.
  • Baker, F. (2019).Appropriate and relevant humor in the university classroom: insights from teachers and students. European Journal of Humor Research, 7(4), 137–152. http://dx.doi.org/10.7592/EJHR2019.7.4.bakar
  • Benjelloun, H. (2009). An empirical investigation of the use of humor in university classrooms. Education, Business and Society: Contemporary Middle Eastern Issues, 2(4), 312-322. doi:10.1108/17537980911001134
  • Bieg, S. &Dresel, M. (2018). Relevance of perceived teacher humor types for instructions and student learning. Social Psychology of Education, 21(4), 805-825. https://doi.org/10.1007/s11218-018-9428-z
  • Bilokcuoglu, H., & Debreli, E. (2018). Use of humor in language classes: an effective ‘filter’ or affective filter? Journal of Language and Linguistic Studies, 14(3), 347-359. https://files.eric.ed.gov/fulltext/EJ1193190.pdf
  • Bolkan, S., Griffin, D. J. & Goodboy, A. K. (2018). Humor in the classroom: the effects of integrated humor on student learning, Communication Education, 67(2), 144-164. doi: 10.1080/03634523.2017.1413199.
  • Booth-Butterfield, M., & Booth-Butterfield, S. (1991). Individual differences in the communication of humorous messages. Southern Communication Journal, 56, 32-40. https://doi.org/10.1080/10417949109372831
  • Bryant, J., Comisky, P.W., Crane, J. S., & Zillmann, D. (1980).Relationship between college teachers’ use of humor in the classroom and students’ evaluations of their teachers. Journal of Educational Psychology, 72, 511-519. https://doi.org/10.1037/0022-0663.72.4.511
  • Chen, X., & Dewaele, J. M. (2018).The relationship between English proficiency and humor appreciation among English L1 users and Chinese L2 users of English. Applied Linguistics Review.10(4),653-676. https://doi.org/10.1515/applirev-2018-0002
  • Chiasson, P. E. (2002). Using humor in second language learning. The Internet TESL Journal, 3(3). Retrieved from http://iteslj.org/Techniques/Chiasson- Humour.html.
  • Cook, M. (2000). Writing and role play: A case for inclusion. Literacy, 34(2), 47-78. https://doi.org/10.1111/1467-9345.00138
  • Deiter, R. (2000). The use of humor as a teaching tool in the college classroom. NACTA Journal, 44, 20-28. https://pdfs.semanticscholar.org/e22f/8d3d510011d5ad57274b15dbd2fc9617c239.pdf
  • Frymier, A.B., & Thompson, C.A. (1992).Perceived teacher affinity‐seeking in relation to perceived teacher credibility. Communication Education, 41(4),388-399. https://doi.org/10.1080/03634529209378900
  • Frymier, A. B., Wanzer, M. B., &Wojtaszczyk, A. M. (2008). Assessing students’ perceptions of inappropriate and appropriate instructor humor. Communication Education, 57, 266-288. https://doi.org/10.1080/03634520701687183
  • Garner, R. L. (2006). Humor in pedagogy: How Ha-Ha can lead to Aha! College Teaching, 54(1), 177-180.https://doi.org/10.3200/CTCH.54.1.177-180
  • Goodboy, A.K., Booth-Butterfield, M., Bolkan, S., & Griffin, D. J. (2015). The role of Instructor humor and students’ educational orientations in student learning, extra effort, participation, and out-of-class communication, Communication Quarterly, 63(1), 44-61, https://doi.org/10.1080/01463373.2014.965840
  • Hellman, S. (2007). Humor in the classroom: Stu's seven simple steps to success. College teaching, 55, 37-39. https://doi.org/10.3200/CTCH.55.1.37-39
  • Hempelmann, C. (2016). Humor in the teaching of writing: A microethnographic approach. EuroAmerican Journal of Applied Linguistics and Languages, 3(2), 42-55, http://dx.doi.org/10.21283/2376905X.5.72
  • Hįşmanoğlu, M., Ersan, Y., & Turan, Y. Z. (2018). Turkish EFL learners’ perceptions on teachers’ using humor in the EFL classroom. International Journal of Languages' Education and Teaching. 6(2), 284-294. https://www.researchgate.net/publication/326062780_Turkish_EFL_Learners'_Perceptions_on_Teachers'_Using_Humor_in_the_EFL_Classroom
  • Isihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. London and New York: Routledge.
  • Kaplan, R. M., & Pascoe, G. C. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational Psychology, 69, 61-65, https://doi.org/10.1037/0022-0663.69.1.61
  • Kehr, N. M., Molstad, S., & Donahue, R. (1999). Using humor in the college classroom to enhance teaching effectiveness in ‘dread courses'. College Student Journal, 33(3): 400-406. https://jan.ucc.nau.edu/~slm/AdjCI/Startclass/Humor.html
  • Klavir, R., &Gorodetsky, M. (2001).The processing of analogous problems in the verbal and visual-humorous (cartoons) modalities by gifted/average children. Gifted Children Quarterly,45(3), 205-215. https://doi.org/10.1177/001698620104500305
  • Lei, S.A., Cohen, J. L., &Russler, K. M. (2010).Humor on learning in the college classroom: Evaluating benefits and drawbacks from instructors' perspectives. Journal of Instructional Psychology, 37, 326-331. https://scinapse.io/papers/153638748
  • Levine, T. R., Anders, L. N, Banas, J., Baum, K. L., Endo, K., Hu, A. D. S., & Wong, N. C. H. (2000). Norms, expectations, and deception: A norm violation model of veracity judgments. Communication Monographs, 67(2), 123-137. https://doi.org/10.1080/03637750009376500
  • Lucas, T. (2005). Language awareness and comprehension through puns among ESL learners. Language Awareness, 14(4), 221-238. https://doi.org/10.1080/09658410508668838
  • Martin, D. M., Preiss, R. W., Gayle, B. M., & Allen, M. (2006).A Meta-Analytic Assessment of the Effect of Humorous Lectures on Learning. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (p. 295–313). Lawrence Erlbaum Associates Publishers.
  • Morrison, M. K. (2008). Using humor to maximize learning: The links between positive emotions and education. Maryland: Rowman & Littlefield Education.
  • Newton, G. R., & Dowd, E. T.(1990). Effect of client sense of humor and paradoxical intervention on test anxiety. Counseling & Development, 68(6), 668-672, https://doi.org/10.1002/j.1556-6676.1990.tb01434.x
  • Nussbaum, J. F., Holladay, S. J., & Comadena, M. E. (1987).Classroom verbal behavior of highly effective teachers. Journal of Thought, 22(4), 73-80. https://www.jstor.org/stable/42589249?seq=1
  • Powell, J. P., & Andresen. L. W. (1985). Humour and teaching in higher education. Studies in Higher Education, 10, 79-90. https://doi.org/10.1080/03075078512331378726
  • Powers, T. (2008).Engaging students with humor. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 53-62). Washington, DC: Association for Psychological Science.
  • Praag, L.V., Stevens, P.A.J., &Houtte, M.V. (2017). How humor makes or breaks student-teacher relationships: A classroom ethnography in Belgium. Teaching and Teacher Education, 66, 393-401. https://biblio.ugent.be/publication/8521682
  • Savage BM, Lujan HL, Thipparthi RR, & DiCarlo SE (2017) Humor, laughter, learning, and health! A brief review. Advances in Physiological Education, 41, 341–347. https://doi.org/10.1152/advan.00030.2017
  • Schweers, C. (1999) Using L1 in the L2 classroom. English Teaching Forum, 37, 6-13.
  • Seaman, L. G. (2017).Exploring student engagement and middle-school students' perceptions of humor used as a teaching tool. PhD dissertation. Northcentral University, The United States.
  • Shibinski, K. & Martin, M. (2010).The role of humor in enhancing the classroom climate. Human Kinetics Journals, 15(5), 27-29. https://journals.sagepub.com/doi/abs/10.1177/1045159515596160
  • Shively, R. L. (2013). Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97(4), 930-946. https://doi.org/10.1111/j.1540-4781.2013.12043.x
  • Sidelinger, R. J. (2014). Using relevant humor to moderate inappropriate conversations: Maintaining student communication satisfaction in the classroom. Communication Research Reports, 31 (3), 292-301. https://doi.org/10.1080/08824096.2014.924339
  • Spitzberg, B. H., &Cupach, W. R. (1984). Interpersonal communication competence. Newbury Park, CA: Sage.
  • Steele, K. E. (1998). The positive and negative effects of the use of humor in the classroom setting. Unpublished master’s dissertation, Salem-Teikyo University.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. https://americanenglish.state.gov/files/ae/resource_files/02-40-1-h.pdf
  • Wagner, M., &Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? International Journal of Humor Research, 24(4), 399-434. doi.10.1515/HUMR.2011.024
  • Wanzer, M. B., Frymier, A. B., Wojtaszczyk, A. M., & Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communication Education, 55, 178-196. https://doi.org/10.1080/03634520600566132
  • Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59(1), 1-18. https://doi.org/10.1080/03634520903367238
  • White, G. W. (2001). Teacher’s report of how they used humor with students perceived use of such humor. Education,122 (2), 337- 347
Yıl 2021, , 151 - 168, 08.04.2021
https://doi.org/10.32601/ejal.911225

Öz

Kaynakça

  • Auerbach, E. (1993).Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
  • Ayçiçeği-Dinn, A., Şişman-Bal, S. & Caldwell-Harris, C. (2017). Are jokes funnier in one’s native language? Humor: International Journal of Humor Research, 31(1). 5–37, https://doi.org/10.1515/humor-2017-0112.
  • Baker, F. (2019).Appropriate and relevant humor in the university classroom: insights from teachers and students. European Journal of Humor Research, 7(4), 137–152. http://dx.doi.org/10.7592/EJHR2019.7.4.bakar
  • Benjelloun, H. (2009). An empirical investigation of the use of humor in university classrooms. Education, Business and Society: Contemporary Middle Eastern Issues, 2(4), 312-322. doi:10.1108/17537980911001134
  • Bieg, S. &Dresel, M. (2018). Relevance of perceived teacher humor types for instructions and student learning. Social Psychology of Education, 21(4), 805-825. https://doi.org/10.1007/s11218-018-9428-z
  • Bilokcuoglu, H., & Debreli, E. (2018). Use of humor in language classes: an effective ‘filter’ or affective filter? Journal of Language and Linguistic Studies, 14(3), 347-359. https://files.eric.ed.gov/fulltext/EJ1193190.pdf
  • Bolkan, S., Griffin, D. J. & Goodboy, A. K. (2018). Humor in the classroom: the effects of integrated humor on student learning, Communication Education, 67(2), 144-164. doi: 10.1080/03634523.2017.1413199.
  • Booth-Butterfield, M., & Booth-Butterfield, S. (1991). Individual differences in the communication of humorous messages. Southern Communication Journal, 56, 32-40. https://doi.org/10.1080/10417949109372831
  • Bryant, J., Comisky, P.W., Crane, J. S., & Zillmann, D. (1980).Relationship between college teachers’ use of humor in the classroom and students’ evaluations of their teachers. Journal of Educational Psychology, 72, 511-519. https://doi.org/10.1037/0022-0663.72.4.511
  • Chen, X., & Dewaele, J. M. (2018).The relationship between English proficiency and humor appreciation among English L1 users and Chinese L2 users of English. Applied Linguistics Review.10(4),653-676. https://doi.org/10.1515/applirev-2018-0002
  • Chiasson, P. E. (2002). Using humor in second language learning. The Internet TESL Journal, 3(3). Retrieved from http://iteslj.org/Techniques/Chiasson- Humour.html.
  • Cook, M. (2000). Writing and role play: A case for inclusion. Literacy, 34(2), 47-78. https://doi.org/10.1111/1467-9345.00138
  • Deiter, R. (2000). The use of humor as a teaching tool in the college classroom. NACTA Journal, 44, 20-28. https://pdfs.semanticscholar.org/e22f/8d3d510011d5ad57274b15dbd2fc9617c239.pdf
  • Frymier, A.B., & Thompson, C.A. (1992).Perceived teacher affinity‐seeking in relation to perceived teacher credibility. Communication Education, 41(4),388-399. https://doi.org/10.1080/03634529209378900
  • Frymier, A. B., Wanzer, M. B., &Wojtaszczyk, A. M. (2008). Assessing students’ perceptions of inappropriate and appropriate instructor humor. Communication Education, 57, 266-288. https://doi.org/10.1080/03634520701687183
  • Garner, R. L. (2006). Humor in pedagogy: How Ha-Ha can lead to Aha! College Teaching, 54(1), 177-180.https://doi.org/10.3200/CTCH.54.1.177-180
  • Goodboy, A.K., Booth-Butterfield, M., Bolkan, S., & Griffin, D. J. (2015). The role of Instructor humor and students’ educational orientations in student learning, extra effort, participation, and out-of-class communication, Communication Quarterly, 63(1), 44-61, https://doi.org/10.1080/01463373.2014.965840
  • Hellman, S. (2007). Humor in the classroom: Stu's seven simple steps to success. College teaching, 55, 37-39. https://doi.org/10.3200/CTCH.55.1.37-39
  • Hempelmann, C. (2016). Humor in the teaching of writing: A microethnographic approach. EuroAmerican Journal of Applied Linguistics and Languages, 3(2), 42-55, http://dx.doi.org/10.21283/2376905X.5.72
  • Hįşmanoğlu, M., Ersan, Y., & Turan, Y. Z. (2018). Turkish EFL learners’ perceptions on teachers’ using humor in the EFL classroom. International Journal of Languages' Education and Teaching. 6(2), 284-294. https://www.researchgate.net/publication/326062780_Turkish_EFL_Learners'_Perceptions_on_Teachers'_Using_Humor_in_the_EFL_Classroom
  • Isihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. London and New York: Routledge.
  • Kaplan, R. M., & Pascoe, G. C. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational Psychology, 69, 61-65, https://doi.org/10.1037/0022-0663.69.1.61
  • Kehr, N. M., Molstad, S., & Donahue, R. (1999). Using humor in the college classroom to enhance teaching effectiveness in ‘dread courses'. College Student Journal, 33(3): 400-406. https://jan.ucc.nau.edu/~slm/AdjCI/Startclass/Humor.html
  • Klavir, R., &Gorodetsky, M. (2001).The processing of analogous problems in the verbal and visual-humorous (cartoons) modalities by gifted/average children. Gifted Children Quarterly,45(3), 205-215. https://doi.org/10.1177/001698620104500305
  • Lei, S.A., Cohen, J. L., &Russler, K. M. (2010).Humor on learning in the college classroom: Evaluating benefits and drawbacks from instructors' perspectives. Journal of Instructional Psychology, 37, 326-331. https://scinapse.io/papers/153638748
  • Levine, T. R., Anders, L. N, Banas, J., Baum, K. L., Endo, K., Hu, A. D. S., & Wong, N. C. H. (2000). Norms, expectations, and deception: A norm violation model of veracity judgments. Communication Monographs, 67(2), 123-137. https://doi.org/10.1080/03637750009376500
  • Lucas, T. (2005). Language awareness and comprehension through puns among ESL learners. Language Awareness, 14(4), 221-238. https://doi.org/10.1080/09658410508668838
  • Martin, D. M., Preiss, R. W., Gayle, B. M., & Allen, M. (2006).A Meta-Analytic Assessment of the Effect of Humorous Lectures on Learning. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (p. 295–313). Lawrence Erlbaum Associates Publishers.
  • Morrison, M. K. (2008). Using humor to maximize learning: The links between positive emotions and education. Maryland: Rowman & Littlefield Education.
  • Newton, G. R., & Dowd, E. T.(1990). Effect of client sense of humor and paradoxical intervention on test anxiety. Counseling & Development, 68(6), 668-672, https://doi.org/10.1002/j.1556-6676.1990.tb01434.x
  • Nussbaum, J. F., Holladay, S. J., & Comadena, M. E. (1987).Classroom verbal behavior of highly effective teachers. Journal of Thought, 22(4), 73-80. https://www.jstor.org/stable/42589249?seq=1
  • Powell, J. P., & Andresen. L. W. (1985). Humour and teaching in higher education. Studies in Higher Education, 10, 79-90. https://doi.org/10.1080/03075078512331378726
  • Powers, T. (2008).Engaging students with humor. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology (pp. 53-62). Washington, DC: Association for Psychological Science.
  • Praag, L.V., Stevens, P.A.J., &Houtte, M.V. (2017). How humor makes or breaks student-teacher relationships: A classroom ethnography in Belgium. Teaching and Teacher Education, 66, 393-401. https://biblio.ugent.be/publication/8521682
  • Savage BM, Lujan HL, Thipparthi RR, & DiCarlo SE (2017) Humor, laughter, learning, and health! A brief review. Advances in Physiological Education, 41, 341–347. https://doi.org/10.1152/advan.00030.2017
  • Schweers, C. (1999) Using L1 in the L2 classroom. English Teaching Forum, 37, 6-13.
  • Seaman, L. G. (2017).Exploring student engagement and middle-school students' perceptions of humor used as a teaching tool. PhD dissertation. Northcentral University, The United States.
  • Shibinski, K. & Martin, M. (2010).The role of humor in enhancing the classroom climate. Human Kinetics Journals, 15(5), 27-29. https://journals.sagepub.com/doi/abs/10.1177/1045159515596160
  • Shively, R. L. (2013). Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97(4), 930-946. https://doi.org/10.1111/j.1540-4781.2013.12043.x
  • Sidelinger, R. J. (2014). Using relevant humor to moderate inappropriate conversations: Maintaining student communication satisfaction in the classroom. Communication Research Reports, 31 (3), 292-301. https://doi.org/10.1080/08824096.2014.924339
  • Spitzberg, B. H., &Cupach, W. R. (1984). Interpersonal communication competence. Newbury Park, CA: Sage.
  • Steele, K. E. (1998). The positive and negative effects of the use of humor in the classroom setting. Unpublished master’s dissertation, Salem-Teikyo University.
  • Tang, J. (2002). Using L1 in the English classroom. English Teaching Forum, 40(1), 36-43. https://americanenglish.state.gov/files/ae/resource_files/02-40-1-h.pdf
  • Wagner, M., &Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? International Journal of Humor Research, 24(4), 399-434. doi.10.1515/HUMR.2011.024
  • Wanzer, M. B., Frymier, A. B., Wojtaszczyk, A. M., & Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communication Education, 55, 178-196. https://doi.org/10.1080/03634520600566132
  • Wanzer, M. B., Frymier, A. B., & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59(1), 1-18. https://doi.org/10.1080/03634520903367238
  • White, G. W. (2001). Teacher’s report of how they used humor with students perceived use of such humor. Education,122 (2), 337- 347
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Maryam Farnia Bu kişi benim 0000-0001-7046-6533

Shiva Mohammadi Bu kişi benim 0000-0001-7138-111X

Yayımlanma Tarihi 8 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Farnia, M., & Mohammadi, S. (2021). Exploring EFL Teachers’ and Learners’ Perception of L2 Humor: A Case Study of Iranian English Language Institutes. Eurasian Journal of Applied Linguistics, 7(1), 151-168. https://doi.org/10.32601/ejal.911225