About this paper

Appears in:
Page: 6040 (abstract only)
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

A QUESTIONNAIRE TO ASSESS WRITTEN JOKE COMPREHENSION IN THE ENGLISH FOREIGN LANGUAGE CLASSROOM: A RELEVANCE THEORETIC APPROACH

D. Calvo-Carmona

University of Seville (SPAIN)
Introduction: Nowadays, resorting to humorous strategies is regarded as a good strategy to teach many aspects of a foreign language (FL) (Bell, 2009; Fleming, 1966; Manuela & Urios-Aparisi Eduardo, 2011; Rashidi, Eslami, Rakhshandehroo, & Izadpanah, 2014, among others), and even to help students understand how native speakers use humour in real communication (Bell, 2011). Various theories have been proposed to classify humorous phenomena (for a review, see Attardo, 1994; Martin, 2007; Raskin, 2008; Ritchie, 2004) . In the present questionnaire, we have focused on Relevance Theory (Sperber & Wilson, 1986/1995) as applied to the classification of jokes. Objectives: First, we intend to determine to what extent English written jokes are understood by learners of English as a FL, and whether the comprehension of jokes needs to be achieved completely in order for the joke to be considered as funny or enjoyable. Secondly, this questionnaire tries to determine whether the inference process which is employed to understand a joke affects comprehension and/or the degree to which learners find jokes amusing. Methodology: we have divided a series of jokes according to the different levels of accessibility that may be exploited in different jokes for humorous effects according to four different joke categories outlined in Yus (2008). The final questionnaire consists of twenty jokes, 5 jokes per type, which have been previously randomized. After each joke, 6 questions (4 quantitative, 2 qualitative) regarding comprehension and degree of amusement are presented. Discussion: This questionnaire may prove to be a useful tool in determining what types of jokes are more easily understood and, therefore, may be better candidates for inclusion in the classroom to improve positive affect, teach FL content, and expose students to aspects of the FL culture.

References:
[1] Attardo, S. (1994). Linguistic theories of humor Walter de Gruyter.
[2] Bell, N. D. (2011). Humor scholarship and TESOL: Applying findings and establishing a research agenda. TESOL Quarterly, 45(1), 134-159. doi:10.5054/tq.2011.240857
[3] Bell, N. D. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241-258. doi:10.1177/1362168809104697
[4] Fleming, G. (1966). Humour and language teaching. Audio-Visual Language Journal, 3(3)
[5] Manuela, W., & Urios-Aparisi Eduardo. (2011). The use of humor in the foreign language classroom: Funny and effective? doi:10.1515/humr.2011.024
[6] Martin, R. A. (2007). The psychology of humor. Burlington, MA: Elsevier Academic Press.
[7] Rashidi, N., Eslami, M., Rakhshandehroo, F., & Izadpanah, M. A. (2014). A comparative study on persian EFL teachers in schools and language institutes: A case of learner's attitude towards humor in foreign language classrooms. Procedia - Social and Behavioral Sciences, 98(0), 1528-1534. doi:http://dx.doi.org/10.1016/j.sbspro.2014.03.574
[8] Raskin, V. (2008). The primer of humor research. Berlin; New York: Mouton de Gruyter.
[9] Ritchie, G. D. (2004). The linguistic analysis of jokes Routledge London.
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[11] Yus, F. (2008). A relevance-theoretic classification of jokes. Lodz Papers in Pragmatics, 4(1), 131-157.
@InProceedings{CALVOCARMONA2015AQU,
author = {Calvo-Carmona, D.},
title = {A QUESTIONNAIRE TO ASSESS WRITTEN JOKE COMPREHENSION IN THE ENGLISH FOREIGN LANGUAGE CLASSROOM: A RELEVANCE THEORETIC APPROACH},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {6040}}
TY - CONF
AU - D. Calvo-Carmona
TI - A QUESTIONNAIRE TO ASSESS WRITTEN JOKE COMPREHENSION IN THE ENGLISH FOREIGN LANGUAGE CLASSROOM: A RELEVANCE THEORETIC APPROACH
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 6040
EP - 6040
ER -
D. Calvo-Carmona (2015) A QUESTIONNAIRE TO ASSESS WRITTEN JOKE COMPREHENSION IN THE ENGLISH FOREIGN LANGUAGE CLASSROOM: A RELEVANCE THEORETIC APPROACH, INTED2015 Proceedings, p. 6040.
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