Neff, P. and Dewaele, Jean-Marc (2023) Humor strategies in the foreign language class. Innovation in Language Learning and Teaching 17 (3), pp. 567-579. ISSN 1750-1229.
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Abstract
Humor can provide a multitude of benefits for language learners, including improvement of classroom atmosphere (Dewaele et al., 2018) and a reduction of anxiety (Tarone, 2000). Moreover, the integration of humor into language lessons has been strongly endorsed by both students and instructors (Askildson, 2005; Azizinezhad & Hashemi, 2011). What is less clear is which types of humor strategies are seen to be most effective, as well as the degree to which learner characteristics affect their responses to humor. This study examines the influence of L2 proficiency, foreign language enjoyment (FLE), and attitudes about humor language learning on L2 learners' (N=243) reactions to a variety of humor strategies used in the language classroom. Regression analysis revealed that proficiency had little bearing on learner preferences, whereas FLE, and especially attitude towards in-class humor, had a much greater influence on preferred strategies. Overall, spontaneous humor, memes and cartoons were the most strongly endorsed strategies.
Metadata
| Item Type: | Article |
|---|---|
| Keyword(s) / Subject(s): | humor strategies, foreign language education, foreign language enjoyment |
| School: | Birkbeck Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication |
| Depositing User: | Jean-Marc Dewaele |
| Date Deposited: | 21 Jun 2022 13:57 |
| Last Modified: | 15 Dec 2023 01:10 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/48476 |
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