An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives

Downs, Valerie C.; Javidi, Manoochehr Mitch; Nussbaum, Jon F.

doi:10.1080/03634528809378710

Cited by 132 publications

(72 citation statements)

References 13 publications

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“…The teacher's self-disclosure provides a personalization of the content and is a way of initiating discussion de signed to encourage student understanding. Similar to "ndings reported by Downs, Javidi, and Nussbaum (1988), the teacher's use of self-dis closure was primarily for clarifying course material, emphasizing content, and helping students organ ize their thoughts and perceptions. This is a signi" cant aspect of her teaching style that provides students with an awareness of their teacher's feel ings and cognitive processes.…”

Section: Discussionsupporting

confidence: 49%

“…Narrative invites attention since it is the `most pleasurable form that language, spoken or written, takes, [and] its con tent is not ideology but action, and those situations which action createsa (Havelock, 1986, p. 75). In classrooms, a teacher's use of narratives, humor, and self-disclosure has been found to be an e!ective tool in helping students to understand the material (Downs, Javidi & Nussbaum, 1988). This lends support to the "ndings of Holladay (1984) that suggest e!ective teachers engage in narrative activ ity more often than less e!ective teachers.…”

Section: Theoretical Frameworksupporting

confidence: 55%

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“Oh, I have a story”: narrative as a teacher's classroom model

Martin

2000

Teaching and Teacher Education

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This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal re#ection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which re#ects teaching strategies previously identi"ed as those used by e!ective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to re#ect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding.

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Section: Discussionsupporting

confidence: 49%

Section: Theoretical Frameworksupporting

confidence: 55%

“Oh, I have a story”: narrative as a teacher's classroom model

Martin

2000

Teaching and Teacher Education

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“…In educational settings, the use of humor is thought to increase instructional effectiveness (Wanzer, 2002), create a more enjoyable (Neuliep, 1991) and conducive learning environment (Davis, 2004;Wanzer et al, 2006), encourage student attention (Schmitz, 2002), increase student motivation (McCroskey et al, 2006), control frustration (Yoon et al, 2012) and clarify course material (Downs et al, 1988). Similarly, the value of humor in relation to course content has been consistently delineated in research (e.g., Garner, 2006;Gorham & Christophel, 1990;Schmitz, 2002;Wanzer et al, 2009;Ziv, 1988).…”

Section: Functions Of Humormentioning

confidence: 99%

The role of verbal humor in second language education

Ziyaeemehr¹,

Kumar²

2013

IJRSE

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Instructor humor serves a wide range of functions in educational contexts. This paper reports on a study that investigated the functions of instructors' humorous verbalizations in academic classrooms at a university where English is used as a second language. Data were collected through audio-recordings and classroom observations. The results of an inductive analysis led to the development of three major categories, namely "foregrounding form", "reinforcing meaning" and "highlighting cultural dissimilarities". These categories represented the strategies that served as instructional functions of humor in the context of L2 (second language) education. Findings indicate that using verbal humor in L2 classrooms offers opportunities to facilitate access to L2 linguistic and cultural knowledge resources that are embedded in humorous exchanges. Additionally, the findings suggest that L2 instructors must have specific (socio) linguistic and sociocultural humor competence to use humor to engage learners and communicate finer aspects of the L2. The implications of the findings are explored within the context of second language learning and teaching.

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“…Also various scholars have considered humor as area of research interest in © Science and Education Centre of North America Applied linguistic. Some of these studies are Pecknik (2001), Downs et al (1988), Schmitz (2002), Munoz (2005), and Tosta (2001). It is observed that none of the existing studies bother on the students' perception as they mostly focus on humor employed by teachers in the teaching of English or other subjects.…”

Section: Statement Of Research Problemmentioning

confidence: 99%

Students’ Perception on the Use of Humor in the Teaching of English as a Second Language in Nigeria

Olajoke¹

2013

IER

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Abstract:Learners' perceptions about foreign language or second language are becoming issue of attention from various scholars in applied linguistics in recent time (Ayman, 2012;Masoumeh, 2012). The effective teaching of English as Second Language (ESL) is one of the major concerns in Applied Linguistics. Hence, the paper was set out to investigate the perceptions of the use of humor in the teaching of English as L2 on the students of a Tertiary Institution in Nigeria. This approach unraveled the implication of humor both from the positive and negative sides. The paper reflected the relationship between culture and humor as reported by students. It was therefore suggested that the use of humor in the teaching of English as second language (ESL) should be done by teachers with care considering the fact that the linguistic environment is cross cultural, so that the purpose of effective teaching of ESL to learners will be achieved.

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An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives

Cited by 132 publications

References 13 publications

“Oh, I have a story”: narrative as a teacher's classroom model

“Oh, I have a story”: narrative as a teacher's classroom model

The role of verbal humor in second language education

Students’ Perception on the Use of Humor in the Teaching of English as a Second Language in Nigeria

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