Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/152948
|
| Title: | 台灣英語學習者對英文課堂幽默的理解與認知研究
A Study on Taiwanese ELLs’ Comprehension and Perception of Humor in the Language Classroom |
| Authors: | 梁語
Liang, Yu |
| Contributors: | 余明忠
Yu, Ming-chung
梁語
Liang, Yu |
| Keywords: | 幽默
語言學習
台灣英語學習者
語言能力
幽默認知
Humor
language learning
Taiwanese ELLs
proficiency
student beliefs |
| Date: | 2024 |
| Issue Date: | 2024-08-05 15:01:04 (UTC+8) |
| Abstract: | 由於幽默在英語教學中的應用研究較少，本研究旨在探討台灣英語學習者（ELLs）對幽默的理解與認知及其在語言學習中的應用。研究採用混合方法，分為三部分進行。第一和第二部分通過問卷數據分析進行量化研究，以探索英文語言能力是否影響學習者對不同類型幽默的認知及其在課堂中的應用，研究參與者包括37位高等成就英語學習者和39位中等成就英語學習者；第三部分則採用質性研究方法，分析研究參與者對開放性問卷的回答，以評估他們對課堂幽默的態度。研究結果顯示，第一部分中，相較於語言類和文化類的幽默情境，普及類笑話獲得了更積極的評價，高等成就英語學習和中等成就英語學習在幽默情境感知方面存在顯著差異，尤其是語言類的情境。第二部分研究顯示，不論語言能力如何，台灣ELLs對在課堂中使用幽默持積極態度，認為幽默可以減輕個人焦慮、提升學習動機並促進語言發展。第三部分結果表明，幽默的認知對英語學習者在課堂中具有正向輔助作用，並有潛力提高學習動機和專注力。通過檢視幽默作為教學工具的潛力，本研究鼓勵英語教育者認識並利用幽默在語言教學中的多種優勢。
The investigation of humor in educational settings is a growing field of research. While many scholars have studied humor use in general education, its application in language classrooms, particularly for second language learners, remains relatively unexplored. This study aimed to address this gap by examining Taiwanese English Language Learners’ (ELLs) perceptions of humor and its dynamic role in language learning. This study used a mixed-methods approach, including a comprehensive humor scenarios questionnaire to determine if proficiency affected impressions of humor scenarios, a humor perception questionnaire to gauge ELLs’ views on humor in the classroom, and open-ended questions to assess Taiwanese learner attitudes toward humor in the classroom. Results showed that universal jokes were rated more positively compared to linguistic and cultural jokes. Findings indicated a significant difference in humor scenario perceptions between advanced learners (37 participants) and intermediate learners (39 participants), particularly in linguistic humor. Regardless of proficiency, Taiwanese ELLs had positive attitudes toward using humor in the classroom, believing it could alleviate personal anxiety, boost motivation, and foster linguistic development, though concerns about overuse were also noted. This research underscores the need for balanced humor integration, tailored to learner proficiency levels, to maximize its educational benefits. By examining the implications of humor as a classroom asset, this study may encourage researchers and educators to recognize and leverage its diverse advantages in language teaching. |
| Reference: | Anderson, D. C. (1979). The formal basis for a contextually sensitive classroom agenda. Instructional Science, 8(1), 43-65.
Askildson, L. (2005). Effects of humor in the language classroom: Humor as a pedagogical tool in theory and practice. Journal of Second Language Acquisition and Teaching, 12, 45-61.
Astuti, D. A., & Chandra, O. H. (2021). Speech Acts and the Common Problems Involved in a Humor Text. Culturalistics: Journal of Cultural, Literary, and Linguistic Studies, 5(1), 65-72.Grandy, R., & Warner, R. (2017). Paul Grice/Stanford Encyclopedia of Philosophy.
Attardo, S. (2017). The Routledge Handbook of Language and Humor. Taylor & Francis. http://books.google.ie/books?id=BDslDwAAQBAJ&printsec=frontcover&dq=the+Routledge+Handbook+of+Language+and+Humor.&hl=&cd=1&source=gbs_api
Attardo, S., Wagner, M. M., & Urios-Aparisi, E. (2013). Prosody and humor. In Benjamins current topics (pp. 189–201). https://doi.org/10.1075/bct.55.01att
Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S. J. (2011). A review of humor in educational settings: Four decades of research. Communication Education, 60(1), 115-144.
Bahtin, M. M. (1981). The Dialogic Imagination. http://books.google.ie/books?id=274O0AEACAAJ&dq=Bakhtin,+M.+(1981).+The+dialogic+imagination.&hl=&cd=3&source=gbs_api
Bell, N. D. (2005). Exploring L2 language play as an aid to SLL: A case study of humour in NS–NNS interaction. Applied Linguistics, 26(2), 192-218.
Bell, N. D. (2009). Learning about and through humor in the second language classroom. Language teaching research, 13(3), 241-258.
Bell, N. D. (2017). Humor and second language development. In The Routledge handbook of language and humor (pp. 444-455). Routledge.
Bell, N. D., & Attardo, S. (2010). Failed humor: Issues in non-native speakers’ appreciation and understanding of humor. Intercultural Pragmatics, 7(3). https://doi.org/10.1515/iprg.2010.019
Berk, R. A. (2000). Does humor in course tests reduce anxiety and improve performance?. College teaching, 48(4), 151-158.
Berk, R. A., & Nanda, J. P. (1998). Effects of jocular instructional methods on attitudes, anxiety, and achievement in statistics courses. Humor - International Journal of Humor Research, 11(4). https://doi.org/10.1515/humr.1998.11.4.383
Berwald, J. P. (1992). Teaching French language and culture by means of humor. French Review, 189-200.
Bremer, K., Roberts, C., Vasseur, M. T., Simnot, M., & Broeder, P. (2014, January 14). Achieving Understanding. Routledge. http://books.google.ie/books?id=nqisAgAAQBAJ&printsec=frontcover&dq=Achieving+understanding:+Discourse+in+intercultural+encounters&hl=&cd=1&source=gbs_api
Brooks, N. (1968). Teaching culture in the foreign language classroom. Foreign language annals, 1(3), 204-217.
Bryant, J., Comisky, P., & Zillmann, D. (1979). Teachers’ humor in the college classroom. Communication education, 28(2), 110-118.
Bush, T., & Haiyan, Q. (2000). Leadership and culture in Chinese education. Asia Pacific Journal of Education, 20(2), 58-67.
Catford, J. C. (1965). A Linguistic Theory of Translation. http://books.google.ie/books?id=aMFrAAAAIAAJ&q=A+linguistic+theory+of+translation+(Vol.+31).&dq=A+linguistic+theory+of+translation+(Vol.+31).&hl=&cd=1&source=gbs_api
Cheng, X. (2000). Asian students’ reticence revisited. System, 28(3), 435–446. https://doi.org/10.1016/s0346-251x(00)00015-4
Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. Society and the language classroom, 169(206), 42.
Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684.
Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study.
Creswell, J. W., & Clark, V. L. P. (2011, January 1). Designing and Conducting Mixed Methods Research. SAGE. http://books.google.ie/books?id=YcdlPWPJRBcC&printsec=frontcover&dq=Designing+and+conducting+mixed+methods+research+(2nd+ed.)&hl=&cd=1&source=gbs_api
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.
Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for Students. http://ci.nii.ac.jp/ncid/BA56486975
Daly, N. (2009). The failure of Communicative Language Teaching in Taiwan: Accounting for the complexity of the local context. Fremdsprachen-und Literaturunterricht in einer chinesisch geprägten Gesellschaft, 13-37.
Davidson, D. E., Garas, N., & Lekic, M. D. (2016). Assessing language proficiency and intercultural development in the overseas immersion context. Exploring the US language flagship program: Professional competence in a second language by graduation, 156-176.
Davies, C. E. (2003). How English-learners joke with native speakers: An interactional sociolinguistic perspective on humor as collaborative discourse across cultures. Journal of pragmatics, 35(9), 1361-1385.
Deneire, M. (1995). Humor and foreign language teaching. Humor, 8(3), 285–298. https://doi.org/10.1515/humr.1995.8.3.285
Downs, V. C., Javidi, M. M., & Nussbaum, J. F. (1988). An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives. Communication education, 37(2), 127-141.
Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A., & Yee, D. (1989). Self‐concepts, domain values, and self‐esteem: Relations and changes at early adolescence. Journal of personality, 57(2), 283-310.
Forman, R. (2011). Humorous language play in a Thai EFL classroom. Applied linguistics, 32(5), 541-565.
Frymier, A. B., Wanzer, M. B., & Wojtaszczyk, A. M. (2008). Assessing students’ perceptions of inappropriate and appropriate teacher humor. Communication education, 57(2), 266-288.
Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha!. College teaching, 54(1), 177-180.
Gervais, M., & Wilson, D. S. (2005). The evolution and functions of laughter and humor: A synthetic approach. The Quarterly review of biology, 80(4), 395-430.
Gorham, J., & Christophel, D. M. (1990). The relationship of teachers' use of humor in the classroom to immediacy and student learning. Communication education, 39(1), 46-62.
Gonulal, T. (2018). Investigating the potential of humour in EFL classrooms: An attitudinal study. European Journal of Humour Research, 6(1), 141–161. https://doi.org/10.7592/ejhr2018.6.1.gonulal
Gonulal, T. (2018). Laughing matters: ELLs’ comprehension and perceptions of humor. Cumhuriyet International Journal of Education, 7(4), 453–468. https://doi.org/10.30703/cije.455199
Grice, H. P. (1989). Studies in the Way of Words. https://ci.nii.ac.jp/ncid/BA06871034
Gruner, C. R. (1967). Effect of Humor on Speaker Ethos and Audience Information Gain 1. Journal of Communication, 17(3), 228–233. https://doi.org/10.1111/j.1460-2466.1967.tb01181.x
Howitt, D., & Cramer, D. (2007). Introduction to Research Methods in Psychology. Pearson Education. http://books.google.ie/books?id=RyvOIy3ERfEC&printsec=frontcover&dq=Introduction+to+research+methods+in+psychology.+howitt&hl=&cd=1&source=gbs_api
Infante, D. A., Riddle, B. L., Horvath, C. L., & Tumlin, S. A. (1992). Verbal aggressiveness: Messages and reasons. Communication Quarterly, 40(2), 116-126.
Jiang, F., Yue, X. D., & Lu, S. (2011). Different attitudes toward humor between Chinese and American students: Evidence from the Implicit Association Test. Psychological reports, 109(1), 99-107.
Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational policy, 23(5), 663-684.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon. http://books.google.ie/books?id=p9toAAAAIAAJ&q=Principles+and+practice+in+second+language+acquisition.&dq=Principles+and+practice+in+second+language+acquisition.&hl=&cd=1&source=gbs_api
Kruger, A. (1996). The nature of humor in human nature: Cross-cultural commonalities. Counselling Psychology Quarterly, 9(3), 235-241.
Kuipers, G. (2008). The sociology of humor. In De Gruyter eBooks (pp. 361–398). https://doi.org/10.1515/9783110198492.361
Kung, F. W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A Socio-Cultural Analysis. TESL-EJ, 21(2). http://files.eric.ed.gov/fulltext/EJ1153833.pdf
Kuo, L. J., Ramirez, G., de Marin, S., Kim, T. J., & Unal-Gezer, M. (2017). Bilingualism and morphological awareness: A study with children from general education and Spanish-English dual language programs. Educational Psychology, 37(2), 94-111.
Kuwabara, K., Yu, S., Lee, A. J., & Galinsky, A. D. (2016). Status decreases dominance in the West but increases dominance in the East. Psychological Science, 27(2), 127-137.
Lamendella, J. T. (1977). General Principles of Neurofunctional Organization and their Manifestation in Primary and Nonprimary Language Acquisition 1. Language learning, 27(1), 155-196.
Levinson, S. C. (1983). Pragmatics. Cambridge University Press. http://books.google.ie/books?id=SJXr9w_lVLUC&printsec=frontcover&dq=Levinson,+S.+(1983).+Pragmatics.&hl=&cd=1&source=gbs_api
Loewen, S., & Gonulal, T. (2015). Exploratory factor analysis and principal components analysis. In Advancing quantitative methods in second language research (pp. 182-212). Routledge.
Long, D. L., & Graesser, A. C. (1988). Wit and humor in discourse processing. Discourse processes, 11(1), 35-60.
Lu, J. G., Martin, A. E., Usova, A., & Galinsky, A. D. (2019). Creativity and humor across cultures: Where Aha meets Haha. In Creativity and humor (pp. 183-203). Academic Press.
Lu, J. G., Benet-Martínez, V., & Wang, L. C. (2023). A socioecological-genetic framework of culture and personality: Their roots, trends, and interplay. Annual Review of Psychology, 74, 363-390.
Lucas, T. (2005). Language awareness and comprehension through puns among ESL learners. Language awareness, 14(4), 221-238.
Markee, N. (2005). A conversation analytic perspective on off-task classroom talk: Implications for second language acquisition studies. In K. Richards &P. Seedhouse (Eds.), Applying conversation analysis (pp. 197–213). London: Palgrave Macmillan.
Mehrabian, A. (1969). Significance of posture and position in the communication of attitude and status relationships. Psychological bulletin, 71(5), 359.
Mey, J. (1993). Pragmatics. Wiley-Blackwell. http://books.google.ie/books?id=VDGkQgAACAAJ&dq=Pragmatics:+An+introduction+(2nd+ed.).&hl=&cd=2&source=gbs_api
Neuliep, J. W. (1991). An examination of the content of high school teachers' humor in the classroom and the development of an inductively derived taxonomy of classroom humor. Communication education, 40(4), 343-355.
Newmark, P. (1988). A Textbook of Translation. Prentice Hall. http://books.google.ie/books?id=ABpmAAAAMAAJ&q=A+textbook+of+translation&dq=A+textbook+of+translation&hl=&cd=1&source=gbs_api
Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. https://www.ideals.illinois.edu/handle/2142/16211
Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9(2), 247-263.
Petraki, E., & Nguyen, H. H. P. (2016). Do Asian EFL teachers use humor in the classroom? A case study of Vietnamese EFL university teachers. System, 61, 98-109.
Plonsky, L., & Derrick, D. J. (2016). A meta‐analysis of reliability coefficients in second language research. The Modern Language Journal, 100(2), 538-553.
Plonsky, L., & Gonulal, T. (2015). Methodological synthesis in quantitative L2 research: A review of reviews and a case study of exploratory factor analysis. Language Learning, 65(S1), 9-36.
Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The modern language journal, 95, 148-161.
Popa, D. E. (2005). Jokes and translation. Perspectives: Studies in Translatology, 13(1), 48-57.
Raphaelson-West, D. S. (1989). On the feasibility and strategies of translating humour. Meta, 34(1), 128-141.
Raskin, V. (1979). Semantic Mechanisms of Humor. Proceedings of the Annual Meeting of the Berkeley Linguistics Society, 5, 325. https://doi.org/10.3765/bls.v5i0.2164
Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the ‘silent’ period. Journal of child language, 15(3), 567-590.
Schmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor, 15(1). https://doi.org/10.1515/humr.2002.007
Schmidt, S. R., & Williams, A. R. (2001). Memory for humorous cartoons. Memory & Cognition, 29, 305-311.
Seidlhofer, B. (2011). Conceptualizing ‘English’ for a multilingual Europe. English in Europe today: Sociocultural and educational perspectives, 133-146.
Su, C. (2008). Taiwan’s Relations with Mainland China: A Tail Wagging Two Dogs. https://www.taylorfrancis.com/books/9780203891933
Sudol, D. (1981). Dangers of classroom humor. The English Journal, 70(6), 26-28.
Terry, R. L., & Woods, M. E. (1975). Effects of humor on the test performance of elementary school children. Psychology in the Schools, 12(2), 182–185. https://doi.org/10.1002/1520-6807(197504)12:2
Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. London: Routledge.
Tisgam, K. H. (2009). Translating cultural humour: Theory and practice. Wasit Journal for Humanities, 5(9), 79-121.
Trachtenberg, S. (1979). Joke-telling as a tool in ESL. Tesol Quarterly, 89-99.
Tsao, F. F. (1999). The language planning situation in Taiwan. Journal of Multilingual and Multicultural Development, 20(4-5), 328-375.
Tseng, C. J., & Chao, C. T. (2012). Teaching culture in Taiwan's EFL classroom. Procedia-Social and Behavioral Sciences, 47, 1843-1846.
Wagner, M., & Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? Humor, 24(4). https://doi.org/10.1515/humr.2011.024
Wang, C. (2003). Report of the FLCAS in college students. Journal of Psychology Science, 26(2), 281-284.
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.
Wanzer, M. B., Frymier, A. B., Wojtaszczyk, A. M., & Smith, T. (2006). Appropriate and Inappropriate Uses of Humor by Teachers. Communication Education, 55(2), 178–196. https://doi.org/10.1080/03634520600566132
Welker, W. A. (1977). Humor in education: A foundation for wholesome living. College Student Journal.
Wen, W. P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language culture and curriculum, 16(1), 18-38.
Wilson, C. P. (1979). Jokes: Form, content, use, and function. Academic Press.
Winiharti, M. (2009). The non-observance of the conversational maxims: An analysis of the dialogues in Arthur Miller’s. Lingua Cultura, 3(2), 116–127
Wulf, D. (2010). A humor competence curriculum. Tesol Quarterly, 44(1), 155-169.
Vizmuller, J. (1980). Psychological reasons for using humor in a pedagogical setting. Canadian modern language review, 36(2), 266-271.
Yang, X., & Chen, D. (2016). Two barriers to teaching culture in foreign language classroom. Theory and Practice in Language Studies, 6(5), 1128-1135.
Yao, S. S. (2000). Focus on form in the foreign language classroom: EFL college learners' attitudes toward error correction. State University of New York at Buffalo.
Yu, G. (2008). Reading to summarize in English and Chinese: A tale of two languages?. Language Testing, 25(4), 521-551.
Yue, X., Jiang, F., Lu, S., & Hiranandani, N. (2016). To be or not to be humorous? Cross cultural perspectives on humor. Frontiers in psychology, 7, 208046.
Yue, X. D. (2010). Exploration of Chinese humor: Historical review, empirical findings, and critical reflections. Humor, 23(3). https://doi.org/10.1515/humr.2010.018
Yule, G. (1996). Pragmatics. Oxford University Press. http://books.google.ie/books?id=E2SA8ao0yMAC&printsec=frontcover&dq=Pragmatics&hl=&cd=3&source=gbs_api
Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Yen, C. H. (2002). The ethnic Chinese in East and Southeast Asia-Business, Culture and Politics. Times Media Private Limited.
Zhang, Q. (2005). Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53(1), 109-124.
Zhou, M., & Kim, S. (2006). Community forces, social capital, and educational achievement: The case of supplementary education in the Chinese and Korean immigrant communities. Harvard Educational Review, 76(1), 1-29.
Zillmann, D. (1983). Disparagement humor. In Handbook of Humor Research: Volume 1: Basic Issues (pp. 85-107). New York, NY: Springer New York. |
| Description: | 碩士
國立政治大學
英國語文學系
111551018 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111551018 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 101801.pdf | | 1001Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
