The Straw Man Meets His Match: Six Arguments for Studying Humor in English Classes

Nilsen, Alleen Pace; Nilsen, Don L. F.

doi:10.2307/822416

Cited by 10 publications

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“…Die onderwyser se sin vir humor kan ook daartoe bydra dat leerders ontspan en minder angs ervaar, spesifiek in die geval van sogenaamde ingewikkelde vakke soos wiskunde, natuurwetenskap en statistiek (Bryant et al, 1979;Kher et al, 1999;Peters, 2003). Verskeie navorsers toon aan dat humoristiese tekste geïntegreer kan word om aandag, begrip, geheue en motivering te fasiliteer (Bryant et al, 1979;Rutkaus, 1981;Shade, 1996;McMahon, 1999;Nilsen & Nilsen, 1999;Ruggieri, 1999;Cook, 2000;Minchew, 2001;Belz, 2002). Lyttle (2001) meen dat onderwysers daarvan behoort kennis te neem dat ironiese humor meer doeltreffend is as spotprente en dat selfspottende ("self-effacing") humor die beste uitwerking het.…”

Section: Humor En Onderrigunclassified

Die integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma

Kruger¹

2011

Per Ling.

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Die artikel beskryf ’n gevallestudie waarin humoristiese tekste in die onderrig van Afrikaans aan onderwysstudente geïntegreer is. Die betrokke navorsingsprogram is gebaseer op 'n onderrigprogram wat binne 'n konstruktivistiese paradigma ontwerp en aangebied is. Ná 'n literatuuroorsig van bestaande navorsing wat die aanwending van humor in onderrigsituasies regverdig, word die navorsingsmetode binne 'n kwalitatiewe raamwerk bespreek. Verskillende fases van die onderrigprogram geniet aandag, aangevul deur voorbeelde van onderrigmateriaal en -vrae om die leergebeure te fasiliteer. Laastens volg 'n bespreking van bevindinge wat uit die navorsingsprogram gespruit het, met spesifieke verwysing na die waarde van die skryf van limerieke en parodieë, asook webgebaseerde rolspeldebatte en virtuele kletskamers as deel van rekenaarondersteunde taalonderrig. Ter afronding word die deelnemende studente se refleksie en kommentaar op die onderrigprogram ook in aanmerking geneem.

This article describes a case study in which humorous texts have formed part of the method of teaching Afrikaans course for education students. This particular research focuses on a teaching programme conceptualised and executed within a constructivist paradigm. A literature review of research on the use of humour in teaching purposes is followed by a description of the qualitative methodology used. Specific examples of the educational material used in the different phases of the teaching programme and the questions posed to facilitate the learning process are then provided. This is followed by a discussion of the results of the research programme, focusing on the value of writing limericks and parodies, as well as on web-based role-play and chatrooms forming part of computer-assisted language teaching. The article ends with reflection and commentary by the education students who participated in the research programme.

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Section: Humor En Onderrigunclassified

Die integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma

Kruger¹

2011

Per Ling.

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“…'n Deeglike studie van limerieke (Baring-Gould, 1968;Harrowven, 1976;Cuijpers, 1988;De Vos, 2000) kan as grondslag vir die meer uitgebreide gebruik van hierdie vermaaklike genre in taalen letterkundeonderrig dien (Nilsen & Nilsen, 1999;Apol, 2002;Dickson, 2002). Dit kan ook help om leerders spelenderwys van klankmanipulasie soos rym en ritme, assosiasies, sinonieme en woordorde te leer.…”

Section: Humormateriaal En Die Ontwikkeling Van En Kreatiewe Skryfvaaunclassified

Die onderrig van millenniers in die Afrikaans-klaskamer: Humormateriaal as onderrigstrategie

Kruger¹

2008

J. Lang. Teach.

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This article reports on a qualitative research programme regarding the use of humorous material in the teaching of Afrikaans. Based on a literature study, the article explores various aspects that may influence millennial learners' reception of humour and its application in the language teaching context. This is supplemented by an overview of the extent to which language teaching policy in South Africa provides for the development of the perception of humour to promote the integration of affective and creative development in secondary school learners. Furthermore, the study describes the reception and use of humour among adolescent learners, the sociocultural context experienced by millennials, and their appreciation and use of humour as members of generation X/Y/Z. The effect of humour on the classroom atmosphere is also considered, together with the selection of appropriate material. In conclusion several teaching strategies are discussed.

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“…Verder was dit 'n bruikbare aktiwiteit om studente bewus te maak van klankmanipulasie soos rym en ritme, en hulle te laat soek na sinonieme deur middel van assosiasies wat deur die pikturale humor gestimuleer is. Die oefening het ook met pret gepaard gegaan en dit het nie vir die studente gevoel asof hulle besig was om te leer nie (Nilsen & Nilsen, 1999;Apol, 2002;Dickson, 2002).…”

Section: Besprekingunclassified

Die integrasie van humoristiese tekste by taalonderwys om studente se emosionele geletterdheid te ontwikkel: ’n gevallestudie

Kruger¹,

Rutgers²

2008

Koers

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The integration of humorous texts in language education to develop students' emotional literacy: a case studyThe integration of humorous material in language teaching can be instrumental in the development of emotional literacy, thereby fostering an aesthetic sensitivity in student teachers (as learners) in different social contexts. Texts containing humour can play a significant role in the development of learners' understanding and appreciation of a language, as well as the cultural heritage it embodies. Furthermore, it offers learners the opportunity to become creatively and imaginatively involved with oral, visual and written texts. The article illustrates how the application of humorous material in the teaching of Afrikaans is not only rooted in responsive education, but complies with the objectives of the South African teaching policy documents.By concentrating on a literature review of research studies, the authors point out the correlation between humour and various factors that influence learners' and students' affective behaviour in the context of the language classroom. Particular reference is made to research results indicating that the use of humour 1 Die outeurs wil besondere dank betuig aan Sarie Berkhout vir hulp met die konseptualisering, Eloïse Loftie-Eaton vir die redigering en Zandra Bezuidenhout vir die taalversorging van hierdie artikel.

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The Straw Man Meets His Match: Six Arguments for Studying Humor in English Classes

Cited by 10 publications

References 0 publications

Die integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma

Die integrasie van humoristiese tekste in die opleiding van taalonderwysstudente binne 'n konstruktivistiese paradigma

Die onderrig van millenniers in die Afrikaans-klaskamer: Humormateriaal as onderrigstrategie

Die integrasie van humoristiese tekste by taalonderwys om studente se emosionele geletterdheid te ontwikkel: ’n gevallestudie

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