Exploring teacher-initiated humour in Academic English classes

Q2 Social Sciences European Journal of Humour Research Pub Date : 2021-12-30 DOI:10.7592/ejhr2021.9.4.556
A. Kholmatov
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引用次数: 1

Abstract

As a subject focused on teaching grammar forms needed for academic studies and genres of academic writing, Academic English may seem tedious at times. Sometimes it is a complex subject for students who are fresh to academia and it needs a peculiar didactic approach to provide a smooth transition of students from general to academic English writing at a university level. One of these approaches may be using humour during classes. The current research explores teacher-initiated humour in Academic English classes at the Westminster International University in Tashkent and its effects on students. Besides, it seeks answers to questions as to what types of humour teachers employ during the class mostly, how often they use humour, as well as students’ and teachers’ recommendations given on how to use humour in class. This study uses both qualitative and quantitative data extraction methods in the form of an online questionnaire with students and a semi-structured interview with teachers. Obtained results show that affective and social roles of humour, its quality of lessening anxiety, creates favourable conditions for students and teacher’s connectedness, which outweighs other humour’s roles. Besides, mnemonic and engaging roles of humour received solid support by the respondents. To obtain a more positive effect, it is recommended that teachers, when incorporating humour in class, apply a systematic approach. Humour should be planned beforehand and needs to be appropriate. Moreover, it should be used with moderation.
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探究大学英语课堂中的教师幽默
作为一门专注于教授学术研究所需的语法形式和学术写作体裁的学科,学术英语有时看起来很乏味。有时,对于刚接触学术界的学生来说,这是一个复杂的主题,需要一种特殊的教学方法来帮助学生顺利地从普通英语写作过渡到大学水平的学术英语写作。其中一种方法可能是在课堂上幽默。目前的研究探讨了塔什干威斯敏斯特国际大学学术英语课堂上教师发起的幽默及其对学生的影响。此外,它还寻求关于教师在课堂上主要使用哪种类型的幽默,他们使用幽默的频率,以及学生和教师对如何在课堂上使用幽默的建议等问题的答案。本研究采用了定性和定量的数据提取方法,采用了学生在线问卷和教师半结构化访谈的形式。研究结果表明,幽默的情感和社会作用及其减轻焦虑的品质,为学生和教师的联系创造了有利条件,这比其他幽默的作用更重要。此外,幽默的助记作用和吸引作用也得到受访者的大力支持。为了获得更积极的效果,建议教师在课堂上引入幽默时,采用系统的方法。幽默应该事先计划好,而且要适当。此外,它应该适度使用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Journal of Humour Research
European Journal of Humour Research Social Sciences-Cultural Studies
CiteScore
1.10
自引率
0.00%
发文量
34
审稿时长
6 weeks
期刊介绍: The European Journal of Humour Research (EJHR) is a peer-reviewed quarterly journal with an international multidisciplinary editorial board. Although geographically-oriented towards the ˋold continentˊ, the European perspective aims at an international readership and contributors. EJHR covers the full range of work being done on all aspects of humour phenomenon. EJHR is designed to respond to the important changes that have affected the study of humour but particular predominance is given to the past events and current developments in Europe.
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