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

Abstract

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.

Keywords

• Humor perception
• appropriate humor
• L2 humor
• inappropriate humor

Kaynakça

1. Auerbach, E. (1993).Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.
2. 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.
3. 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
4. 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
5. 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
6. 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
7. 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.
8. 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

9. 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
10. 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
11. 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.
12. Cook, M. (2000). Writing and role play: A case for inclusion. Literacy, 34(2), 47-78. https://doi.org/10.1111/1467-9345.00138
13. 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
14. 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
15. 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
16. 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
17. 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
18. 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
19. 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
20. 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
21. Isihara, N., & Cohen, A. D. (2010). Teaching and learning pragmatics: Where language and culture meet. London and New York: Routledge.
22. 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
23. 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
24. 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
25. 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
26. 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
27. Lucas, T. (2005). Language awareness and comprehension through puns among ESL learners. Language Awareness, 14(4), 221-238. https://doi.org/10.1080/09658410508668838
28. 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.
29. Morrison, M. K. (2008). Using humor to maximize learning: The links between positive emotions and education. Maryland: Rowman & Littlefield Education.
30. 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
31. 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
32. 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
33. 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.
34. 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
35. 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
36. Schweers, C. (1999) Using L1 in the L2 classroom. English Teaching Forum, 37, 6-13.
37. 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.
38. 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
39. 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
40. 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
41. Spitzberg, B. H., &Cupach, W. R. (1984). Interpersonal communication competence. Newbury Park, CA: Sage.
42. 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.
43. 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
44. 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
45. 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
46. 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
47. White, G. W. (2001). Teacher’s report of how they used humor with students perceived use of such humor. Education,122 (2), 337- 347