The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom

Sterling, Scott; Loewen, Shawn

doi:10.1016/j.system.2015.07.002

Cited by 10 publications

(5 citation statements)

References 27 publications

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“…In Nassaji’s (2013) study, a total of 1,986 FFEs occurred across three classroom participation structures in 54 hours of the analysed data. Likewise, Sterling and Loewen (2015) reported the occurrence of 581 FFEs with 27 being playful FFEs. Even though the optimal number of FFEs in meaning-oriented contexts is indeterminate (Loewen, 2004), the considerable number of FFEs identified in this study suggests that similar to ESL contexts, incidental FonF is a common practice in EFL settings.…”

Section: Discussionmentioning

confidence: 99%

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

Gholami

2018

Language Teaching Research

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An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur, and the extent to which they result in (successful) uptake in English as a foreign language (EFL) classes. The data consisted of 36 hours of audio-recorded communicative classroom interactions from three advanced EFL classes. The findings revealed that, though not as frequently as other linguistic elements, learners and teachers regularly draw their attention to FSs. FFEs with formulaic focus, in general, and collocations, in particular, led to more uptake than those with other linguistic foci. Finally, among types of incidental FonF, the highest rate of (successful) uptake was observed in student-initiated FFEs with formulaic focus.

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Section: Discussionmentioning

confidence: 99%

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

Gholami

2018

Language Teaching Research

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“…The statement made by Daffa confirms the figure (3) and chart (2), which indicates that the vast majority of learners are at content with a method of learning that incorporates comedy elements into the content they are being taught. In line with this, humour undoubtedly creates a positive emotional atmosphere, fostering happiness and relaxation, which in turn reduces students' stress and anxiety (Sterling & Loewen, 2015). In addition, humour can aid in knowledge retention and comprehension by making complex topics more accessible and memorable (Tong & Tsung, 2020), and it contributes to improved teacher-student relationships, enhancing the perceived approachability of educators (Gorham & Christophel, 1992).…”

Section: Excerpt 2 (In-depth Interview)mentioning

confidence: 93%

A Double-Edged Sword of Humour: Students’ Perspectives on Teachers’ Use of Humour in EFL Classroom

Rianita,

Sari,

Yandra

2023

REiLA Journal

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Humour has varied functions in teaching and learning English as a Foreign Language (EFL), particularly in enhancing classroom instruction. This study investigates EFL students' perspectives on their lecturers' use of humour, focusing on students from private universities. The study employed a mixed-method approach, gathering data through questionnaires from 122 students and conducting in-depth interviews with 5 students. This diverse sample included learners aged 18 to 45 years, offering insights into a broad age range. Findings indicate that humour in the EFL classroom positively influences students' learning experiences. It contributes to a relaxed learning atmosphere, fosters closer connections between students and lecturers, and enhances engagement with the material. However, it's crucial that the humour aligns with the adult status of the students, indicating a need for sensitivity and appropriateness. The study underscores humour's dual role in EFL education, akin to a double-edged sword with both positive and negative impacts. From the perspective of private university students, appropriate humour is key to effective learning, particularly for adult learners. The findings suggest that while humour can be a powerful pedagogical tool, it must be employed judiciously, considering the varied age and backgrounds of the learners. The implications extend to the broader context of EFL education in higher learning, highlighting the importance of lecturer-student dynamics and the careful integration of humour in educational settings.

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“…Askildson (2005: 48) described the optimal use of humour as finding the balance between "tension" and "relaxation" in class. Although there are no clear-cut guidelines regarding the appropriate amount humour to be used in class, Sterling and Loewen (2015) found that playful language events occurred only in six percent of Spanish as a foreign language class time. In another study, Petraki and Nguyen (2016) reported that Vietnamese EFL teachers tended to use humour at least 7 times in a typical class time.…”

Section: The Caution With Regard To Using Humourmentioning

confidence: 95%

“…More specifically, exploiting humorous materials in a variety of ways might lead to L2 learners' sociolinguistic development along with linguistic development. However, Sterling and Loewen (2015), looking at the playful focus on form in teacher-initiated language-related episodes (LREs) in a Spanish classroom, found that the playful LREs were mostly on vocabulary, but less on grammar and pronunciation.…”

Section: Humour In Language Classroomsmentioning

confidence: 99%

Investigating the potential of humour in EFL classrooms: An attitudinal study

Gönülal

2018

EJHR

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Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

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The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom

Cited by 10 publications

References 27 publications

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

A Double-Edged Sword of Humour: Students’ Perspectives on Teachers’ Use of Humour in EFL Classroom

Investigating the potential of humour in EFL classrooms: An attitudinal study

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