Effective Ways of Teaching Pragmatics: Humor in the Classroom

Oliveira, Ulisses Tadeu Vaz de; Ikeda, Sumiko Nishitani; Saparas, Marcelo

doi:10.22409/pragmatizes.v9i17.36388

Cited by 1 publication

(2 citation statements)

References 9 publications

(3 reference statements)

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“…16 Issue 1 (2024) Ayçiçegi-Dinn et al (2017, p. 8) speak about "comprehension difficulties, altered timing characteristics (because of slower processing in a foreign language) and emotional blunting (reduced emotional resonances in foreign language)." In addition to linguistic challenges, even for those who are at an advanced language level, humor often poses cultural challenges, as certain forms of humor, regardless of the content, can be unfamiliar in other countries (Deneire, 1995;Oliveira et al, 2019;Prichard & Rucynski, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Wulf (2010), in his L2 humor competence curriculum, claims that just as L2 students improve their linguistic skills, their humor competence can be improved through acquiring appropriate sociocultural knowledge of the target country. Ultimately, many scholars agree that understanding and appreciating humor in a new language will lead to the improvement of one's intercultural competence (Morain, 1991;Oliveira et al, 2019;Prichard & Rucynski, 2018;Wulf, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Communicating with Humor: Poetic Exchanges in the L2 Classroom

Maruki

2024

L2 Journal

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As we strive to improve speaking skills in the L2 classroom, we often aim at “correct,” standardized language over the actual meaning of the spoken words. With less investment in the content, it is difficult for L2 students to appreciate the interactions and enjoy, for example, humor using the target language as they tend to remain continuously passive in the learning process under the pressure to speak accurately. In order to motivate students to communicate with their own voices in a relaxed learning environment, this report introduces a new way of expression and communication using a target language, that is, the use of linked poetry, in which students follow the rules of a mora/syllable pattern and exchange written poetic expressions with one another. This exercise of student-driven word choice in a stress-free setting triggers laughter and enjoyment that increase students’ incentive to appreciate the meaning of each word and the possibility of word combinations in the target language.

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Section: Introductionmentioning

confidence: 99%