“I joke you don’t”

Shardakova, Maria

doi:10.1075/lllt.37.09sha

Cited by 5 publications

(2 citation statements)

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“…In addition to enhancing motivation, engagement, interaction, attention, interest and content retention, and to reducing anxiety (POWELL, ANDRESEN, 1985;MEDGYES, 2002;LOVORN, 2015), humour enables students to create different and wider classroom identities (SHARDAKOVA, 2013), and prompts them to perform linguistic actions in more innovative and sophisticated ways than those frequently found in L2 classes (POMERANTZ, BELL, 2011). Teacher-generated humour has certainly been proved to foster learning enjoyment (COOK, 2000;ALDRICH, 2015) and to sometimes be an effective means to assert roles, mediate in the class and manage disruptive behaviour (POWELL, ANDRESEN, 1985;SMILEY, ANTÓN, 2012).…”

Section: Why Is It Worthwhile Dealing With Jokes In the Esl Class?mentioning

confidence: 99%

“…In the case of humour in general, and jokes in particular, proposals are scarce, perhaps because of the challenges that their production and interpretation pose to L2 learners (DENEIRE, 1995;BELL, 2017) and the fact that most efforts have mainly been dedicated to examining their use in the L2 class as a teaching device (COOK, 2000;MEDGYES, 2002;SMILEY, ANTÓN, 2012;SHARDAKOVA, 2013;ALDRICH, 2015;LOVORN, 2015;REDDINGTON, WARING, 2015;DERAKHSHAN, 2016). There are some noteworthy exceptions, though.…”

Section: How Should Jokes Be Tackled?mentioning

confidence: 99%

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Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

Cruz

2019

Letronica

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This paper makes a pedagogical proposal to delve into jokes in the ESL classroom and sensitise learners to their complexity. It consists of five instructional phases and is based, on the one hand, on another proposal to teach the pragmatics of speech acts in an L2. On the other hand, this proposal relies on a relevance-theoretic classification of jokes made on the basis of the various linguistic, cultural and cognitive factors that humorists exploit in their production. Since it only centres on how different types of jokes can be distinguished and what their correct comprehension involves, it has a cognitive orientation and does not address issues connected with joke production. The proposal is devised for ESL students with an advanced level of English and ultimately seeks to develop their metalinguistic, meta-cultural and metacognitive abilities as a way of enabling them to grasp the humorousness of funny texts, appraise them and react to them in an appropriate way.***Lidando com piadas na aula de ESL: uma proposta pedagógica centrada na compreensão***Este artigo traz uma proposta pedagógica para aprofundar as piadas na sala de aula de ESL (Inglês como língua estrangeira, na tradução para a língua portuguesa) e sensibilizar os alunos a respeito de sua complexidade. Ela consiste em cinco fases instrucionais que, por um lado, baseia-se em outra proposta de ensino da pragmática dos atos de fala em uma L2 e, por outro lado, baseia-se em uma classificação teórica da relevância das piadas feitas com base nos vários fatores linguísticos, culturais e cognitivos que os humoristas exploram em sua produção. Como a proposta se concentra apenas em como os diferentes tipos de piadas podem ser distinguidos e em qual a correta compreensão envolvida, ela tem uma orientação cognitiva e não aborda questões relacionadas à produção da piada. A proposta é elaborada para estudantes de ESL com um nível avançado de inglês e, por conseguinte, busca desenvolver suas habilidades metalinguísticas, meta-culturais e metacognitivas como uma maneira de permitir-lhes compreender o humor de textos engraçados, avaliá-los e reagir a eles apropriadamente.

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