语言学士论文 27页

XXUniversity（2009届）本科生毕业论文（设计）题目：幽默在第二语言课堂中的应用学院：外国语学院专业：英语（师范）班级序号：4班11号学号：20051115020023学生姓名：XXX指导教师：XXX2009年5月\nTheUseofHumorintheSecondLanguageTeachingClassXXXAThesisSubmittedInPartialfulHllmentfortheRequirementsoftheDegreeofBACHELOROFARTSSchoolofForeignLanguagesXXUNIVERSITYMay,2009\nAbstractThecentralthemeofthisthesisistheuseofhumorinForeignLanguageTeaching.Languagelearningmusttakeplaceinanenvironmentwherelearnersare“offthedefensive"andtheaffectivefilter(anxiety)islowinorderfortheinputtobenoticedandgainaccesstothelearnerthinking(Krashen,1982:21).Humorcannodoubthelptocreatesuchalow-anxietyenvironmentfortheforeignlanguageteachingandlearning.Thethesisfirstlybeginswiththereviewofthestudyonhumor.Afterdetailedillustrationofthethreeconventionalhumortheories,thatis,superioritytheory,releasetheoryandincongruitytheory,thethesisgivesaccountofthelinguisticstudiesonhumo匸Thoughtherearemanytheoreticalconsiderations,theapplicationofhumorisstillnotstudied.Thenisthetheoreticalsupportofthethesis.Inthischapter,whatishumor,classificationofhumorandfunctionsofhumorareexplainedindetail.Thethirdpartdealswithusinghumorinvocabularyteaching.Thespeakerandthehearerusecontextwittinglyorunwittinglytocauseambiguity,thusbringingforthhumo匸Thenthethesiseducestheenlightenmentforvocabularyteaching.ThelastchapterdiscussestheapplicationofhumorinForeignLanguageTeachingingeneraLHumoristhelubricationfortheharmoniousrelationshipbetweentheteacherandthestudents.Itcanhelpstudentsretainsubjectmattersandarousethestudents9interestinlearningaforeignlanguage(English).Sousinghumorintheclassroomisaneffectiveteachingtool.Thethesisalsopointsoutsomesuggestionsforteacherstodevelopasenseofhumorandforappropriateuseofhumorinclass.Intheendthisthesissummarizesthatlanguageteachingandlearningshouldtakeplaceinahumorouscontext.Keywords：humor；vocabularyteaching；cultureteaching\n本文的主题是外语教学环境的幽默化。语言学习必须在一个轻松的环境屮进行，这样学习者就会“放松警惕”，其焦虑程度就会降低，知识的输入就会被注意到并且进入学习者的思维体系。毫无疑问，幽默能够帮助建立这种焦虑度低的环境。木文试从教学环境幽默化这一全新的角度来讨论外语教学问题。论文首先回顾了各学者对幽默和语境所做的研究。在对幽默的三种传统理论即优越论、乖讹论和释放论做了详细的阐述后，论文对当前学者对幽默的研究做了论述。虽然他们对幽默在教学屮的重要性进行了阐述，但对于幽默如何应用于实践屮却没有深入的研究。其次是论文的理论支持。这一•章对幽默的定义、分类及作用作了详细的阐述。接着论述了如何利用幽默教授词汇。说话者与听者有意或无意地利用语境引起歧义，导致幽默的产生。论文随后引出了其对词汇教学的启示。最后一章从总体上讨论了幽默在外语教学中的应用。幽默是保持老师与学生Z间良好关系的润滑剂。它能够帮助学生记住所学的知识并激发学生学习外语（英语）的兴趣。因此在课堂中使用幽默是一种非常有效的教学方法。论文同时对教师如何培养幽默感及如何在课堂中合理使用幽默提出了一些建议。本文最后总结指出，外语教学应该在幽默的语境屮进行。人们越来越重视外语教与学过程中的情感因素。在外语教学过程中，老师与学生z间的互动及学生口身的性格远比教学方法更重要。关键词：幽默；词汇教学；文化教学TableofContentsChapterOneINTRODUCTION11.1StudyBackground11.2ResearchQuestionsandObjectives21-3StudySignificance21.4StudyMethod21.5FrameoftheThesis3ChapterTwoLITERATUREREVIEW42.1ConventionalHumorTheories42.1.1Superiority/disparagementtheory42.1.2Incongruitytheory4\n2.1.1Releasetheory52.1LinguisticStudiesonHumor5221Semanticscripttheoryofhumor6222Humorandpragmatics6223CurrentsituationabouthumorstudyinFLTinChina6ChapterThreeTHEORETICALCONSIDERATION93.1Humor93.1.1Whatishumor93.1.2Classificationofhumor93.2.FunctionsofHumor10321Creatingactiveclassatmosphere10322Inspiringstudents5desireoflearning10ChapterFourHUMORANDFOREIGNLANGUAGETEACHING114.1HumorandVocabularyTeaching114.1.1Therelationshipbetweencontextandmeaning114.12Humorcausedbyhearer，sdifferentunderstanding124.1.3Wordteachinginhumorouscontext12ChapterFiveTHEAPPLICATIONOFHUMORINFLT145.1TheAdvantagesofUsingHumorintheClassroom145.2SuggestionsforTeacherstoDevelopaSenseofHumor15•••5.3SuggestionsforUsingHumorAppropriatelyinClass17ChapterSixCONCLUSION19WorksCited21Acknowledgements23\nChapterOneINTRODUCTIONHumor,asaparticularlyinterestingphenomenoninhumanlife,ispervasive.Itisembodiedindifferentformsandperformsdifferentfunctions.Manyscholarshavebeeninterestedinitlongago.Studyofhumorcandatebacktothetimeofthegreatphilosophers,suchasPlato,Aristotle,Cicero,etc.Subsequently,literarycriticsbegantheirstudyandmorerecentlyamultidisciplinarystudyisconductedfromvariousfields,suchaspsychology,sociology,physiology,aesthetics,anthropology,etc.Studyofhumoralsoattractedtheattentionoflinguistslongago.Formanyofus,itismorethananamiabledecorationonlife;itisacomplexpieceofequipmentforliving,amodeofattackandalineofdefense,amethodofraisingquestionsandcriticizingarguments,aprotestagainsttheinequalityofthestruggletolive,awayofatonementandreconciliation,atreatywithallthatiswillful,impaired,beyondourpowertocontrol.1.1StudyBackgroundHumorwas,untilrecentyears,anegligibleplayerinthestudyofForeignLanguageTeaching.InAmerica,scholarssuchasRichards,J.andNida,E.arenowadvocatingusinghumorasateachingtoolinclassroom(Shrum,2003).EveninthosecountrieswhereEnglishisasecondlanguagehumorhasbeenusedtoassistteaching・Sincehumorhasbeenusedmoreandmoreinlanguageteaching,peoplecometoseeitsbenefitandstarttosearchforitslatentpowe匚Thusweseemorediscussionsandexperimentsonhumorasapedagogicaltool.Theimportanceofhumorasapedagogicaltoolhasbeenwidelyacceptedbypeopleallovertheworld・Withthefastprogressingofscienceandresearch,moreandmorestudiesonhumorfromdifferentangelshavebeencarriedoutandgreatsuccesshavebeenachieved,asaresult,manytheoriescameintobeing.Westernpeople,especiallytheBritishandtheAmerican,havealreadyappliedhumorfortheirpedagogy.Sohumorintheirteachingplaysanimportantrole,andhasagreatreflectionontheclassroomeffectandefficiency.Therefore,webelievethatitisagreatmethodtoenhancethelearning'sEnglishstudybyusinghumorinclassroominsomeefficientways.ButintheEnglishteachingpractice,Chineseteachersandstudentsarealways\nneglectingtheeffectofhumorindailyEnglishstudy.However,foralongtimeinEnglishteachingandtestinginChina,humorlanguageis,atthemost,ontheleveloflanguagesenseenhancementjustforfun,partlyduetothedifficultiesinhumorcomprehension,andpartlyduetothelackofhumorstudiesandanalysesinteaching・1.1ResearchQuestionsandObjectivesHavingdiscussedseveraltimeswithmyclassmates,IfoundthattheusageofhumorinEnglishteachingclasswasagoodtopic.Whattheytalkedwithmeonceabouttherelationofhumorandpedagogyarousedmyinterest,becausewhentalkingwithandobservingthestudentsonthecampus,IfoundalotofstudentsholdagreatferventwishtoEnglishstudy,butintheirwords,Englishisboringanduninteresting.Afterfurtherresearchbyreadingbooks,Iwasevensurprisedtofindthatquiteafewlinguistsandtheoristdotheirresearchonhumorandpedagogy・Soitisverynecessarytomakeafurtherstudyofit,ImadeadecisiontodosomeresearchabouthumorinEnglishteachingon:1)Whatonearthishumor?Howhumoriscreated?2)HowishumorusedintheEnglishteachingprocess?3)Whatisthepracticalsignificanceofhumorinclassroom?WhatsortofproblemsshouldbenoticedinEnglishteachingusinghumoronpurpose?1.2StudySignificanceWithitsspecialvalue,andsignificance,thisdissertationaimstomakepeopleunderstandabetterwayofsolvingproblemsinEnglishteaching.Atthesametime,thesignificanceofthisstudyistoanalyzethefunctionofhumorousteaching.ItschieftaskofEnglishclassteachingistotriggerthestudents9interests;toletstudentsstudyvoluntarilyandexperiencethejoyoflearningEnglish・Besides,teachersshouldtrytheirbesttodevelopthestudents^intelligenceandenrichtheirimagination.TheauthortriestofindagoodwaytobettertheEnglishclassteacherbyusinghumorinordertoinspirestudentstothink,toimitateandtobecreative.Humorisalsobeneficialtothestudents5comprehension.Itisusefulineasingawaythestressandanxietyofthestudentsandimprovingstudents5attitudeandevaluationofthesubjectinvolvedbytheteache匚Inaddition,students9negativeattitudetowardsomeissuessuchasexamination,classrankingandsoonwillbealtered.1.3StudyMethodAsfortheresearchmethodsofthisdissertation,quantitativemethodsaremainlyused.In\nthischapter,wefocusondrawingtheresultsfromdatacollections,questionnairesurveysandthestudents7interview.Theultimategoalofqualitativeresearchistodiscoverwhetherthelevelofstudents5oncognition(theabilitytouseEnglishcomprehensively),emotion,theattitudetowardsstudyandstudyinterestisenhancedornot,whetherthedifferenceisobviousunderthecomparisonhumorousteachingandtraditionalteachermodel,andtheauthorwillanalyzetheessentialreasons.1.1FrameoftheThesisThepresentresearchmainlydealswithverbalhumorbyvirtueofthefollowingtheories:SemanticScriptTheoryofHumor,HumorandPragmatics,andCognitive-pragmaticsRelevanceTheorytogetherwithsomesocial-culturalreferencesattemptingtoexploretheprocessofhumorproductionandappreciationandtheapplicationofhumortopedagogy.Thisthesisconsistsoffourchapters.Thethesisbeginswiththereviewofthestudyonhumorinchapterone.Afterdetailedillustrationofthethreeconventionalhumortheories,thatis,superioritytheory,relieftheoryandincongruitytheory,thethesisgivesaccountofthelinguisticstudiesonhumo匸Chaptertwoisthetheoreticalsupportofthethesis.Inthischapter,whatishumor,classificationofhumorandfunctionsofhumorareexplainedindetailChapterthreedealswithusinghumorinvocabularyteaching.Thethesiseducestheenlightenmentforvocabularyteaching:studentscangraspthedifferentmeaningsofawordaftertheyunderstandthehumo匚ThelastchapterdiscussestheapplicationofhumorinForeignLanguageTeachingingeneral.Humoristhelubricationfortheharmoniousrelationshipbetweentheteacherandthestudents.Itcanhelpstudentsretainsubjectmattersandarousethestudentsinterestinlearningaforeignlanguage(English).Sousinghumorintheclassroomisaneffectiveteachingtool.Intheendthisthesissummarizesthatlanguageteachingandlearningshouldtakeplaceinahumorouscontext.Moreandmoreemphasishasbeenputonthehumanaspectoflanguageteachingandlearning.Whatmattersmorethanteachingmethod,itisargued,istheinteractionbetweenteacherandlearner,andthepersonalcharacteristicsofthelearne匚ChapterTwoLITERATUREREVIEW2.1ConventionalHumorTheoriesThestudyofhumorhasalonghistory.Itisoriginallystudiedextensivelybyfamous\nphilosophers,subsequentlybyliterarycritics,andmorerecentlybypsychologists,sociologistsandanthropologistsfromvariousperspectives・Andtheoriesonhumorarealsoabundant.Acommonlyacceptedclassificationdividestraditionaltheoriesofhumorintothreegroups.2・1・1Superiority/disparagementtheoryHumorrelatedtofeelingsofsuperiorityhasexistedsinceancienttimes.Thistheory,otherwiseknownasthedegradation,disparagement,andderisiontheories,derivesfromAristotle'sviewthatcomedyisbasedon“animitationofmenworsethantheaverage”,ofpeoplewhoareTidiculous，；accountsforthepleasureonefeelswhenthelessfortunateandlessdesirablefiguresarelaughedat(GrahamJ864:37).Platosuggestedthatallhumorcouldbeexplainedinthisway.Peoplelaughwheneversomethingorsomeoneisdegraded,thusmakingthemsuperior.Mostoften,thefeelingsofsuperiorityanddegradationworkhandinhand(Fatt,1998:185).Examplesofverbalhumorinvolvederisionandincludeethnicjokesand"put-downs，】Thesegivepeopletheopportunitytoasserttheirsuperiorityoverothers.Sometimesevenwhenthecaricaturemakeshimorherlookcomicalorugly,aderisiveformofphysicalhumorcanbefound,forexample,whenapersoninaslapstickcomedyslipsonabananapeel,orisotherwisehurt,peoplelaughbecausetheyidentifywiththeirsuperiorityoverthesituation.Sometimes,ajokedescribesasituationinwhichsomecharacteractsfolly,incompetently,etc.Itmaybethatallowstheaudiencetofeelsuperiortothecharacte匚2.1.2IncongruitytheoryAristotleshouldberegardedasthefirsttomentionsomethingapproachingatheoryofincongruity.InthebookRhetoricheindicatesthataneffectivedeviceresultinglaughteristosetupaparticularexpectationintheaudience,andthentocontradictorsubvertit.KantandSchopenhauerreferincongruityasthecontradictionofexpectationsinthegenerationoflaughter(Morrell,1983:65).Sulsdefinesincongruityas“thediscrepancybetweentwomentalrepresentations,oneofwhichisanexpectation(presumablyderivedfrom,forexample,themainbodyofajokeprecedingthepunchline)andtheotherissomeideaorpercept(forexample,ascontainedinthepunchline/XPalmer,1983:20).ApterandSmith(Apter,1982:87)developthetheoryofincongruity.Theypostulatethathumoristheproductofthecombinationofaseriesofpsychologicalstates.Thefirstofthesetheycallsynergy,thatsituationwhereanyphenomenonisperceivedashavingtwocontradictoryidentities;andthisiscloselyrelatedtothenotionofincongruity・\n2.1.2ReleasetheoryReleaseTheorytakeslaughterasarelieffromone9sanxietyanddepression.Itregardshumorasanoutletformental,nervous,andpsychicenergyafterastrain,struggleortensionaswellasarebellionagainstthemoral,ethical,andlogicalconstraintsofeverydaylife(Stern,1984).Freudistherepresentativeofthistheory.HisideacanbefoundinhisworkJokesandTheirRelationtotheUnconscious.Freudclaimsthatjokesarenotdistinguishedfromotherverbalphenomenabytheirlinguisticstructure,butbytheirrelationtotheunconscious.Hetalksabout"sense9and'nonsense，andtheirroleintheproductionofjokepleasure・Heshowsthatotherformsoffunniness-thecomic,jestsandhumor-allsharesomethingincommonwithjokes,butdonotsharetheirecologicalrelationshiptotheunconscious-Thethreemajorgroupsofhumortheoriescharacterizethecomplexphenomenonofhumorfromvariousangles.Theydonotnecessarilycontradicteachother;rathertheyseemtosupplementeachotherquitenicely・Raskin(1877)couchestheirrelationshipfromanotherperspectivebyrelatingthethreegroupstocomponentsofcommunication,sayingthattheincongruity-basedtheoriesmateastatementaboutthestimulus;thesuperioritytheoriescharacterizetherelationsorattitudesbetweenthespeakerandthehearer;andthereleasetheoriescommentonthefeelingsandpsychologyoftheheareronly.2.1LinguisticStudiesonHumorHumorisamulti-disciplinaryfieldofresearch.Peoplehavebeenworkingonhumorinmanyfieldsofresearchlikepsychology,philosophyandlinguistics,sociologyandliterature.However,itisonlyuntil1970sthatlinguisticbegantoplayanimportantroleinthestudyofhumor.Thepasttwentyyearshaveseenthefirstsemanticandpragmatictheoryofhumorandmorerecentlytheconvergenceofseveralbranchesofresearchwhichmayresultinsomebreakthroughsinthisfield・Notsurprisingly,linguisticisnowoneoftheleadingfieldsinhumorresearch,alongwithpsychology,sociologyandphilosophy.Withinthelinguisticfieldhumorcanbetreatedfromsyntactic,pragmaticandsemanticpointsofview.AttardoandRaskinhavedonealotofworkonsemanticaspectsofhumo匚2.2.1SemanticscripttheoryofhumorTheSemanticScriptTheoryofHumor(SSTH)isatheorydevelopedbyVictorRaskin.Thetheoryassumesthatahumorisalwaysrelatedwithtwodifferentscriptsthatareopposedtoeachotherinaspecialway.Thetheoryexplainsthatthetextofahumorisunambiguousup\ntothepointofthepunchline.Thepunchlinetriggersaswitchfromonescripttoanotherandmakesthehearerrealizethatmoreinterpretationsofthetextarepossiblefromthebeginning.Thetheorypostulatesthreelevelsofabstractionofscriptopposition:atthehighestlevelistheoppositionbetweenrealandunreal;atthelowerleveltheseoppositionshavethreeforms,namelyactualvs.non-actual,normalvs.abnormal,possiblevs.impossible;atthelowestleveltheseoppositionscanbemanifestedasoppositionslikegoodvs.bad,livevs.death,etc.Thetheoryignoresotherparametersthathaveaninfluenceinthefunninessofahumor,assumingthatscriptoppositionisthemostimportantfactor(Raskin,1877).2.2.1HumorandpragmaticsMoreandmoreattentionshavebeenpaidtothestudyofhumorandmanyscholarsapplypragmatictheoriestothestudyofhumor.ScholarsalsouseRelevanceTheorytoexplainthereader'sinterpretingprocessofhumor.CognitivePrincipleofRelevance(Koestler,1879:95)pointsoutthathumancognitiontendstobegearedtothemaximizationofrelevance.CommunicationPrincipleofRelevance(Raskin,1877:163)pointsoutthateveryostensivestimulusconveysapresumptionofitsownoptimalrelevance.Ajokecontainsthemainbodyandthepunchline・Thereadingofthemainbodyisregardedasthefirstreadingwhilethereadingofthepunchlineisthesecondreading.AccordingtoRelevanceTheory,peopletendstogetthemostrelevantinformationwiththeleasteffort,sothereaderbelieveshegetstherightunderstandinginthefirstreading.Afterreadingthepunchline,thereaderhastonegatehisfirstunderstandingandfindthemostrelevantinterpretation.Thefiercecontradictionbetweenthefirstunderstandingandthesecondinterpretationmakespeoplelaugh.2.2.2CurrentsituationabouthumorstudyinFLTinChinaTraditionally,atypicalclassinChinaisquiet,orderlyandteacher-oriented.Englishclassesarenoexceptions.Thestudentsimmergedinpilesoftextbooks,exercisesandgrammarstudy・TheyareeagertolearnEnglishwellandforthisreasontheytryveryhardinclass.Theypaymuchattentioninclass,takenotesandkeepquiet.Formostcollegestudents,theyhaveaccustomedtobeanattentivelistenerwithoutspeakingmuch.Thiscausesthestudentstobereluctanttosayanythingandtheyseemtobetimidandinactiveinclassactivities.Thefailureofachievingtheteachinggoalmakestheteachersthinkabouttheteachingmethod.NowInChina,peoplebegintorecognizetheactiveroleofhumorasateachingtoolinEnglishclasses-Manyarticlesaboutusinghumorinforeignlanguageteachinghavebeenpublished,suchasBriefDiscussionofHumorandEnglishTeachingbyWuShufang(2005),orOnHumorinEnglishTeachingbyChenYansong(2004),theEnvironmentofEnglish\nTeachingbyCengPuchu(2003),etc.WuShufang(2005)believesthatwecommunicatewithothers,tobetactful,wecanbehumorousinsomesituations.WhenoneholdstheattitudeofappreciatingaforeigncultureinEnglishlearning,onewillregarditmoreasanenjoymentthanatask.Itistheteachers'responsibilitytocreateadelightfulenvironmentandleadstudentstoenjoylearningEnglish.WhileChenYansong(2004)thinkthatitisveryimportanttoarousethestudents1interestsandtodecreasethestudents9psychologicalpressure,toletthestudentsexperiencethejoyoflearningEnglishinarelaxingatmosphereinordertoreachthefinalgoalofimprovementonthestudents9ability.CengPuchu(2003)pointedoutthatteachersshouldcreateaharmoniousandsupportiveinstructionalenvironmentforthestudentssothattheymayfeelrelaxedandconfidentandmayconcentratethemselvesonlearning.Classroomhumorisproposedasaneffectiveteachingmethodforlanguageteacherstoemploysoastoreducestudents'anxietylevel.Forateacher,humorisatactic,asubject,andavision.Humorcommandsattention,encouragesrapport,andinvitescomplicitywhichindicatesthatthisspeaker,despitehiscuriousobsessionwithwordsandideas,isnoboringpedantbutakindredspirit,agoodguy,tolerantandinclusive.Undoubtedly,ateacherwithsomesenseofhumorwillbelargelyacknowledgedandwinthepopularityofthem.Fromtheliteraturereview,itiscleartoseethathumorplaysafundamentalroleinsecondandforeignlanguageacquisitionandiscriticaltothecommunizationprocess.InChina,therearesomelimitationsaswellassomeachievementstothepresentresearchandEnglishteaching.ManyscholarsinChinasuchasZhangWeiyou(2004),XuLixin(2003)havepointedoutthesignificantofhumorinFLT,andthesuggestionsfortheteacherstoformasenseofhumo匚However,mostofthestudiesonhumorjustputcontextualfactorscausinghumorintothescopeofSemanticsandPragmatics.Littlehasbeendoneonthefurtherstudyconcerningtherelationshipbetweencontextandhumorrealization,andtheapplicationohhumorinFLT.Facingthepresentsituation,itisnecessarytosetoutthestudyfromtheaspectoftheapplicationofhumorinordertoletEnglishteachersandlearnerstogetabetterunderstandingofEnglishteachingandusethemappropriatelytoimprovelearners'ability・\nChapterThreeTHEORETICALCONSIDERATION1.1Humor1.1.1Whatishumor“HumorisapervasivehumanphenomenoruItisobservableinmanyspheresandaspectsoflifeandinvarioushumaninteractions-HumanityistheonlyspecieswithasenseofhumofXPalmerJ.1994:1).Butitisnotaneasythingtogivehumoranexactdefinition.Formanycenturies,theresearchersincludingphilosophers,psychologists,aestheticians,sociologistshavebeentryingtheirbesttodefineit.However,thereisnotonedefinitionthatcanmeetwitheverybody^satisfaction.Evenso,peoplehavenotstoppedtheirstepinfindingoutwhatthenatureofhumorisandtherearedifferentwaysofdefininghumo匚Raskinclaimedthatmanypeoplehavetriedtodefinehumorandhavegeneratedagreatnumberoflose,incomplete,unrestrictedorcirculardefinitionsofhum0匚Mindessdefineshumoras"aframeofmind,amannerofperceivingandexperiencinglife.Itisakindofoutlook,apeculiarpointofviewandonewhichhasgreattherapeuticpowef^Nash,1987:5).Frysays"humorisplay,“Ajokemaybedefinedasanitemofhumorreducedtoasinglepointorparticle/^(KeithJ937:64)/'Itrepresentsthebreakingupofhumorousmatterintoitselementssothatonecanexamineandappreciateonelittlebitofitwithoutanyextraneouscontext.Onemightsaythatajokeisaself-containedhumorousthoughfXHedge,1879:6).1.1.2ClassificationofhumorToclassifyhumorisnoeasierthantodefineit.Itisanotherproblemchallengingthescholarsworkingonhumo匸Basedondifferentstandard,thescholarsgivehumordifferentclassifications.Freud(Palmer,1994:79)dividesjokesintogroupsonabasiswhichissimultaneouslytechnicalandecological.Hismajordistinctionsarebetweenverbal/conceptualjokes,andbetweeninnocent/tendentiousjokes.Verbaljokesareoneswheretheentireimpactofthejokereliesonitsverbalfonn.Inajokebasedupon16conceptualplay,muchofthewordingcanbechangedwithoutanylossofhumor.Innocentjokesareoneswhosepleasurederivesentirelyfromtheirtechnique;tendentiousjokesareonesthatdirectlysubservetheinterestsoftheunconscious.Inthisthesis,wearegoingtodiscusshumorfromthelinguisticperspective,somostofour\nattentionwillbefocusedonthelanguageofhumo匚Situationalhumorisexcludedinthethesisbecauseitisnotcreated,describedorexpressedbyatext.5.1FunctionsofHumor1)CreatingactiveclassatmosphereGoodclassatmosphereisnotonlyonenon-rationalelementwhichaffectseducation,butalsokeyelementthatformsclasseducationart.Wonderfulhumorartofeducationhasthepowerofevadingandaffecting,whichcangreatlyactivateclassatmosphere.Longtermeducationexperiencetellsusthatlaughcancreateactiveatmosphereandmaketeachingandlearninglightandeffective.Practiceshowsthatonlyinactiveclasscanstudentsactivelytakepartincreativethinkingactivities,cooperatewithteachers,andcreatefineeducationarteffects.InEnglishclass,therearesomeinterestingexampleswhichcanmakestudentssleepless,gainknowledgeindelightatmosphereandnurtureability.2)Inspiringstudents'desireoflearningAmericaeducationistHarmansaid:"theeducationwithoutstudents'interestislikehammeringapieceofcoldiron.^Buteducationhumorartcaneffectivelyinspirestudents5desireoflearningandishelpfulforunderstanding.Theresearchshowsthatifoneexampleisprovidedafterprojectingaconceptandthentheconceptisexplainedagain,thestudents，marksgethighe匚Someonehavedesignsuchtest:285primaryschoolstudentsaregivenaseriesofvideo-audiomaterial,andaskedtoreciteit.Theresultshowsthatstudentshavedeepimpressiontothepartswhichcontainhumor.Justlikesomeonesaid:"Wittyremarkisastastefulasraisinsintoast/5Humoristhelubricationofpeopledrelationship.Itcanmakepeopleknoweachothe匚Itcanalsohelppeopletodealwiththefrictionskillfully,thusavoidingconflict・Itismoreacceptablewhenoneadoptsahumorouswaytoexpresshisdissatisfaction.Humorcanhelptoimproveone5ssocialability.Ifonewantstobeacceptedbytheothers,hefirstofallneedstostandoutandtogetinvolvedwiththeothersandhumorplaysacrucialroleinthisprocess.Whenyousaidsomethinginappropriately,humorcanhelpyoutocalmyourselfandtoreverttheembarrassedsituation.ChapterFourHUMORANDFOREIGNLANGUAGETEACHING\n1)HumorandVocabularyTeaching1)TherelationshipbetweencontextandmeaningThecommunicationprocessiscomplicatedjustbecauseitcontainscontextandmanyotherfactors.Ifonewantstounderstandthemeaningofasentence,itisnotenoughforhimtoknowjustthemeaningofeachwordandthelogicalrelationshipbetweenthedifferentpartsofthesentence.Inmostcases,knowingtheliteralmeaningofasentenceisonlythefirststeptounderstanditcorrectly,andonlywhenonecombinesthesentenceorutterancewithitscontextcanhegraspthemeaningofit.Sothecloserelationshipbetweencontextandmeaningisevident.Generallyspeaking,therelationshipbetweencontextandmeaningcanbedefinedasfollows:“1)contextrestrictsmeaningand2)meaningmanifestscontext^(HuMingyang2004:158).Thefollowingpartwillexplainthesetwoaspectsrespectively.Howdoescontextrestrictmeaning?Firstofall,contextmanifestsmeaning.Asstatedbefore,thecommunicationactivityandspeechactsofthehumanbeinghappeninacertainsituationandthecorrectandcompletemeaningofasentenceisbasedonthecontext.Socontextcanexcludethepotentialambiguitycausedbyunclearsentencestructure.Itcanalsodefinethemeaningofallthesubstitutionwordsandofferthemeaningthathasbeenomittedinthediscourse.Secondly,contextcanextendmeaning.Manythingsaresimilarinthefunction,formortheothercharacteristics.Expressionsaboutonethingtendtoremindthereaderoftheotherrelevantthings,andthisisthebasisforthemeaningchanging.Butthisisstillbasedoncontext.Contextmakeswordsandsentenceshaveassociativemeaning,thusreaderswithdifferentunderstandingcangetdifferentassociativemeaning.Contextcanmakewordsconveytheiroppositemeaning,whichiscommoninirony,sarcasmandhumor.Contextcanalsocreateambiguity.Wehavementionedbeforethatcontextcaneliminateambiguity,butitcanalsomaketheclear-meaningwordsandsentencesambiguousforthespecialpurpose.Thisiswherehumorcomesfromanditwillbefurtherdweltuponinthenextpart・Thirdly,contexthelpstoselectthepropermeaning.Asetofruleshavebeenformedinselectingthemeaningofwordsandsentencesinacertaincontext.Ifthelanguageuserdisobeystheserules,itismorelikelythathecannotfulfillthecommunicationtask.Sothelanguageuserneedstochoosethesuitablemeaningcarefully.Sometimescontextcanelidetheliteralmeaningofthewords,makingthelanguageuserchooseitsfunctionalmeaningandsometimesthecommonly-usedmeaning・Ontheotherhand,meaningmanifestscontext.Thesamesentence,putindifferentcontext,\nwillhavedifferentmeaning.Onceacertainrelationshipisestablishedbetweenthemeaningofawordandthecontext,onecanpresupposethecontextthroughmeaning・Inotherwords,meaningcontainsandmanifestscontextandcontextalwaysaccompaniesmeaningduringthewholecommunicationprocess.Fromthisperspectivecontextcanberegardedascontentandmeaningfoirn.Formmanifestscontentandmeaningmanifestscontext.Humorcausedbyhearer'sdifferentunderstandingWewilldwellonthispartfromtwodifferentangles:oneisthatthereadermisunderstandsthecontentunwittinglybecauseofthecontextualfactors.Ontheotherhand,thereadermaygivethedifferentinterpretationofthesentencesintentionallybyusingthespecialcontext.Theformerkindofmisunderstandingiscausedunwittinglyandsomewritersoftencreateambiguitybasedonit.Incontrast,thelatterkindiscausedbythereaderpurposelythroughmakinguseofthespecialcontextinordertoachieveacertainkindofeffect(ChenYansong,2007).WordteachinginhumorouscontextAmajorfeatureofforeignlanguagelearningshouldbeacomponentofmassivevocabularyexpansion.Thoughwecannotspecifypreciselythenumberofwordsalearnerataspecificlevelshouldbeabletorecognizeanduse,itisclearthatlearnerswhoareconstantlyaddingtotheirvocabularyknowledgearebetterpreparedbothforproductiveandreceptivelanguageskills.However,manystudentsdevotelargeamountsoftimeandenergytothelearningofvocabulary,buttheystillcomplainthattheirvocabularysizeisnotlargeenoughortheycannotavoidforgetting.Generallyspeaking,therearetwoproblems.Oneproblemisthatstudentstreatvocabularyitemsindiscriminately.Therefore,itisveryimportanttomakestudentsawarethatnotallwordsareequallyimportant."Knowingawordmeansknowingthedegreeofprobabilityofencounteringthatwordinspeechorprint.Formanywordswealso'know，thesortofwordsmostlikelytobefoundassociatedwiththewordsM(DongLi,1992:28).Thatistosay,thespeakerofalanguagecaneasilyrecognizesthatsomewordsarecommonandfamiliarwhereasotherwordsarerare,unfamiliar,oreventotallyunknowntohimorher.Thelanguagelearnershouldalsonoticethisanddevotealltheenergytomemorizingthecommonword・Theotherproblemisthatmanystudentslearnvocabularyinineffectivewayssuchasrotelearning.Thiswayofvocabularylearningmakesthestudentsforgetthenewly-learnedwordseasily.Althoughmuchoftheworkofvocabularylearningistheresponsibilityofthestudents,teacher^guidanceandhelpareinvaluable・Ifteacherspresentnewvocabularyitems\neffectively,itsavesalotoftimeandenergyforconsolidation.\nChapterFiveTHEAPPLICATIONOFHUMORINFLTInrecentyears,researchinsecondlanguageacquisitionhasprovidedthefieldoflanguageteachingwithnewinsightintothenatureoflanguagelearning.Krashen(Shrum,2003:24)pointsoutthatlanguagelearningmusttakeplaceinanenvironmentwherelearnersare'offthedefensive"andtheaffectivefilter(anxiety)islowinorderfortheinputtobenoticedandgainedaccesstothelearner^thinking.Withthestudentsatthecenterofclassroomteaching,theteacher'sroleistoprovidehisstudentsthebestpossibleconditionsfortheirlearning.Althoughwhatthoseconditionsarestillremainstobeanswered,onepointisclear:theteachershoulddealwiththeaffectivefactorsoflearning・Here,inlanguageteachingandlearning,thetermaffectreferstoaspectsofemotion,feeling,moodorattitudewhichconditionlearningbehavior.Theunderstandingofaffectinlanguagelearningisimportantbecauseattentiontoaffectiveaspectscanleadtomoreeffectivelanguagelearning.Inotherwords,stimulatingthedifferentpositiveemotionalfactors,suchasself-esteemormotivationcangreatlyfacilitatethelanguagelearningprocess.Onewaytostimulatethestudents^positiveemotionalfactorsisusinghumorinclass.However,manyteacherswhoaretraditional,seriousandscholasticdonotrealizetheimportanceofhumor,letaloneusehumorinteaching・TheAdvantagesofUsingHumorintheClassroomUsinghumorintheclassroomisaneffectiveteachingtool.Themainpurposeistoimprovestudents9learning・Theuseofhumorwillincreasetheamountofwhatislearntbystudents.Usinghumorintheclassroomcanhaveverypositiveeffectsinthisregardforthefollowingreasons.Humoristhelubricationfortheharmoniousrelationshipbetweentheteacherandthestudents(ChengXiaotang,2005).Theuseofhumorintheclassroomcanbreakdownbarrierstocommunicationbetweentheprofessorandthestudents(whicharealsobarrierstolearning).Therearemanydifferencesbetweenprofessorsandstudentssuchasposition,titleandagethatcreatenaturalbarrierstocommunicationandlearningthatmustbebrokendownbyteachersiftheyaretobeeffective.ItisespeciallytrueinChina・InanEnglishclassstudentscanstillfeelthebarriers.Itisveryhardforthemtohaveacommontopicwiththe\nprofessorandcommunicatewiththemfreely.Humorisonewaythroughwhichtheprofessorscanmaketheirrelationshipswithstudentscloser.Usinghumorintheclasscanmakethestudentslessintimatedandlessinhibitedaboutaskingquestionsorgivingcomments.Humorcanhelpstudentsretainsubjectmatters・Theuseofhumorcanhelptogainstudents'attentionandkeeptheirinterestinthematerialbeingpresented.Humorcanevokethestudents'logicalthinkingandimagination,whichenhancethestudents9understandingofwhatisbeingtaught.Inclassweoftenseesomestudentswholoseinterestandfeelbored・Bythismeansteacherscangraspthestudents5attentionandmakethemrememberwhattheyarelearningeasily.Forexample,onemaleEnglishteacherworeabiggoldennecklaceandwalkedintoclassroomwhen"thenecklace'，wastaught.Lookingatthis,thestudentsgotabigsurprise.Thisteachersaid:"youmustfeelsurprisethatIwearanecklacetoday.Whocantellmewhatcannecklacebringus."(GaoShenglin,2002:65).Somestudentssaidfortune,somesaidbliss,somesaidcool.(laugh)Theteachersaid:"youareallright,butithas-45-otherfunction.Itcanchangeourfutureandcausegreatchangestoourlife.Now,pleasereadthefamous"thenecklace"writtenbyFrenchwriterMaupassantandseewhatthenecklacewillbringtoRangna.^Hearingteacher^sword,studentsreadthetextwithinterest.Itcanseefromthiscasethathumorouslanguagecangreatlyinspirestudents9desireoflearning.Humorcanhelpstudentstoformgoodcharacte匚Ateachercaninfluencehisstudentsbybothhisteachingandhischaracter.Aswewillmentioninthenextpart,apersonwhoishumorousisalwaystheonewhoismagnanimousandoptimistic・Ahumorousteachercaninfluencethestudents9charactergraduallyandmakethemhavethecouragetofacethechallengeanddifficultyinlifeandacceptthedefeatwithasmile.Theuseofhumorcanarousethestudents9interestinlearningaforeignlanguage(English).Interestisthebestteacher.WhetherthestudentscanlearnEnglishwelldependsgreatlyonthestudents9interestinit.Manystudentsfindmemorizingwordstiresomeandlearninggrammarboring.SotheteachershouldhelpthestudentstodeveloptheinterestinlearningEnglish一-thefirststepofasuccessfullearningprocess.Theteachercancombinetheteachingcontentwiththestudents5ownexperienceinahumorousway,orgivestudentssomeotherhumorousmaterials.Undertheteacher^sguide,thestudentsmayfindfuninlearninggraduallyanddeveloptheinterestinlearningEnglish.SuggestionsforTeacherstoDevelopaSenseofHumorWhatisagoodlanguageteacher?Ingeneral,weexpectagoodteachertohaveethic\ndevotion,certaindesirablepersonalstylesandnecessaryprofessionalqualities.ThesethreeaspectsconstitutetheprofessionalcompetenceofagoodEnglishteache匚Here"theteacher'spersonalstyle”hassomethingtodowiththecharacterandpersonalityoftheteacheraswellastherelationshipbetweentheteacherandthestudents.FromasurveyconductedbyGregoryHadley&HiromiYoshiokaHadley(LiuRunqing,2004:104)aboutthestudents9identifyingthequalitiesbelongingtoagoodteacher,wecanseethatfunandhumorousisconsideredfrequentlybythestudentsasafeatureofagoodteacher.Theteachers9senseofhumorandcheerfulnesscanencouragestudentstoparticipateinclass.Formanyteachers,theyseldomtellhumororenjoyhumor,nortosaytoletthemusehumorinteaching.Thereasonforthisresistancetousinghumormaysimplybealackofknowledgeastohowonemayuseitefficientlyinclass.Therefore,tousehumorinclass,thefirststepistotrainteacherstohaveasenseofhumor.Humordoesnotbelongtoacertainperson.Itcanleakintoeveryone'slife.Butnobodyisbomwithasenseofhumo匚Itisgainedgraduallyasoneaccumulatesmoreandmoreknowledgeandlifeexperience・Asakindofability,asenseofhumorcanbegainedthroughlearningjustlikeanyotherskills-Self-confidence,lenienceandoptimismarethequalitiesthatateachershouldpossesstobecomeahumorouspersonbecauseonlyahumorouspersoncanfacethereality,havethecouragetochallengethedifficultiesandacceptthedefeatwithasmile.Humoralwaysbelongstothosewhoareoptimism.Havingrichknowledgeisanotherconditionfordevelopingasenseofhum0匚Knowledgebreedshumorandhumoristheproductofknowledge.Tobeahumoristmeansthathemustknowsomethingabouteverything.Sooneneedstodoalotofreadingtoaccumulateknowledgeandbroadenhishorizon.Besides,healsoneedstoknowhowtooperatethehumorskillsadroitly.Todevelopasenseofhumor,itisnotenoughtoonlyhaveanoptimismattitudetowardslifeandhaverichknowledge.Acuteobservationandimaginationarealsotheimportantfactorsfordevelopingasenseofhum0匸Onlywhenonepossessestheacuteobservationabilitycanhegraspthehumorousmaterialinlife;onlywhenonehasarichimaginationcanheseekoutthehumorouselementsfromtheordinarylife.Inaway,usingone9sobservationandimaginationisusingone^screativeability.WhatIwanttopointouthereisthatwhatIhavelistedabovearesomenecessaryrequirementsforateachertodevelopasenseofhumo匸However,thereisnoguaranteethat\nonceateachermeetsthedemandhewillbeahumorousperson.Heneedstocombineallthesesfactorstogetherandpracticemore・SuggestionsforUsingHumorAppropriatelyinClassAlthoughtheabovequoteisaninterestingandhumorouswaytodescribetheuseofhumor,itisnotourroleasteacherstobestand-upcomedians.Norwillweallusehumorinthesameway,orusethesamehumor.Withthisinmindtherearecertainpointstoconsiderbeforeusinghumorinyourclassroom.Properpreparationiskeyasinalllanguageteachingpreparation.Theteacherscanachievetheirteachinggoalseasilythroughproperpreparation.ThesameistruewiththeuseofhumorinFLT.Makehumoranintegralpartoftheclass,ratherthansomethingspecial.Humorworksbestasanaturalon-goingpartofclassroomlearning.Theaimofusinghumorinclassisnotonlytomakethestudentslaugh,buttoarousetheirinterestinlearning,givethestudentsnewstimulusandimprovetheircomprehensionandmemory.Theuseofhumorshoulddependontheteachingcontentandwhetherthestudentscanunderstandit.Sotheteachershouldhavespecificgoalsinmindandchooseappropriatehumorousmaterial.Don'ttrytoohard.Lethumorarisenaturally,encourageit,don'tforceit.Don'tbediscouragedifthefirsttimeitdoesiftmeetyourexpectations.Likeallthings,properpreparationisneededforproperdelivery.Agoodteacherwillbringinthehumormaterialsnaturallyaccordingtowhatheisteachingintheclass.Sometimestheteacherwill"act”itoutifnecessary.Hewillusevoiceandgesturetomime,actorcreateacertaincharactertohelpthestudentscomprehendandgetadeepimpressionaboutwhattheyarelearning・“Whenhumorisplannedaspartoftheteachingstrategy,acaringenvironmentisestablished,thereisanattitudeofflexibility,andcommunicationbetweenstudentandteacheristhatoffreedomandopenness.Thetoneissetallowingforhumanerrorwithfreedomtoexplorealternativesinthelearningsituation.Thisreducestheauthoritarianpositionoftheteacher,allowingtheteachertobeafacilitatorofthelearningprocess.Fearandanxiety,onlynaturalinanewandunknownsituation,becomeslessofathreat,asapartnershipbetweenstudentandinstructordevelops?5Don'tover-useit.Thepurposeofusinghumoristocreateapositivelearningenvironmentforthestudentssothattheycangraspwhattheyarelearningefficiently.Butifthereisalwayslaughterintheclass,thiswillnotonlymakethestudentsgettiredphysicallyandpsychologically,butalsodilutethelearningcontentandteachinggoal,thus\nobstructthenormalteachingactivity.Theuseofhumorwilldependonthecontentyouareteachingandtheavailabilityofappropriatehumorousmaterial.Havespecificgoalsorobjectivesinmind.Usinghumor,liketeaching,hastobewellprepared.Withtimeyouwillbecomemoreandmoreatease,orselfassuredwithitsuse.AllowyourselftimetoexperimentandseewhatworkswelL\nChapterSixCONCLUSIONInthisthesis,basedonsomemaintheoriesandrelatedliterature,theauthorhasfoundtheeffectivenessofhumorinEnglishclassroom.Aftertheexperiment,itisprovedthatthisnon-traditionalteachingmethodismoreinterestingandefficientthanthetraditionalones.TheresultsofthisstudyprovidesupportfortheeducationalvalueofefficientclassroomEnglishteaching.UsinghumorinEnglishteachingabroadandthecomparisonsbetweentheusagesinChinaandabroadcangivesomeenlightenmentforthehumorousEnglishteachinginChina.Moreandmoreemphasishasbeenputonthehumanaspectoflanguageteachingandlearning.Whatmattersmorethanteachingmethod,itisargued,istheinteractionbetweenteacherandlearner,andthepersonalcharacteristicsofthelearne匚Thisconvictionledtovariousexperiments,alldesignedtomodifythetraditionalteacher-centeredlanguageclass.Teachinglanguageinahumorouscontextcannodoubtarousethestudents9positiveemotionalfactorsandfacilitatethelanguagelearningprocess.Thisalsorequiresthechangeofthelanguageteacher'srole.Theroleoflanguageteacherhasdevelopedfromadirectorandmodelintraditionallanguageteachingtoafacilitatorincontemporarylanguageteaching.Inthetraditionallanguageteaching,theteacheristheauthority,thedirectorofthelearningprocessandthemodelforthestudentstofollow.Heisatthecenteroftheclass,transmittingtheacceptedknowledgetothestudents.Incontrast,nowitisproposedthattheteachershouldbeafacilitator,withtheaimtodevelopthelearner'sskillsandattitudes.Withthestudentsatthecenterofclassroomteaching,theteacher'sroleistoprovidehisstudentswiththebestpossibleconditionsfortheirlearning.Hetakesintoaccountdifferencesinstudents5learningabilityandisresponsivebothtolearnerneedsandpracticalpedagogicalconsiderations.Hecreatesalearningatmosphereofsharedpartnership,acommonpurpose,andajointmanagementoflearning,sothatthelearnerswillmaketheirownmeaning・Thischangedroleimpliesthatateachershouldnotonlyknowabouttheforeignlanguage,butalsoknowhowlanguagelearningtakesplaceandhowtosurroundhisstudentswiththebestpossibleconditionsforhislearningandthentosuperviseandguidehispractice.Sointhethesis,itispointedoutthatwhenteachingvocabulary,teacherscanchooserelativehumorousmaterialsinordertocreatearelaxedlearningatmosphere.Thiscanarouse\nthestudentslearninginterestandhelpthemtograspwhattheyarelearningmoreeasily・However,thediscussioninthisthesisaboutcreatingahumorouscontextinForeignLanguageTeachingisfarfromexhaustion.IhopeIhavemademyselfunderstoodbytheaboveanalysis.ThisthesisventuresontheanalysisofcreatingahumorouscontextintheForeignLanguageTeaching.ButasIgodeeperintothestudy,Ifindthattherearestillalotmorequestionsdeservingmoreattention.IhopethatmytentativeworkwillbeofsomehelptothehumorousstudyinForeignLanguageTeaching.\nWorksCitedApter,Claire.LanguageandCulture.Shanghai:ShanghaiForeignLanguageEducationPress,1982.Fatt,L.Language,ScienceandCultureMagazine.Beijing:ForeignLanguageEducationPress,199&Hedge,Tricia.TeachingandLearningintheLanguageClassroom.Shanghai:ShanghaiForeignLanguageEducationPress,2002・Graham.S.EffectiveLanguageLearning.Clevedon,Avon:MultilingualMattersJ997.KeithJohnson.AnIntroductiontoForeignLanguageLearningandTeaching.NewYork:ForeignLanguageTeachingandResearchPress,2002.Koestler,Arthu匚HumorandWit.NewYork:EncyclopediaBritannica，1879.Morrell,PatrickR.TeachingCulture:PerspectivesinPractice.NewYork:ForeignLanguageTeachingandResearchPressJ983.Nash,Waite匚TheLanguageofHumor.NewYork:LongmanGroupLimited,1985.Nida,E.A.Language,Culture,andTranslating.Shanghai:ShanghaiForeignLanguageEducationPress,1993.Palmer,J.TakingHumorSeriously.London:NewFetterLaneJ994.Richards,J.C.T/i^ContextofLanguageTeaching.Beijing:ForeignLanguageTeachingandResearchPress,2002.ShmmJ.L.Glisan，E.W.Teacher'sHandbook:ContextualizedLanguageInstruction.Beijing:ForeignLanguageTeachingandResearchPress,2003・Stern,H.H.FundamentalConceptsofLanguageTeaching.Oxford:OxfordUniversityPress,1984.Taylor^E.B.PrimitiveCulture.NewYork:Brentano,1927.陈言松•英语教学幽默化•北京：外语教学丁研究岀版社，2004.程晓堂•英语学习策略.北京：外语教学与研究出版社,2002a.\n董黎.英语幽默集•上海：外语教学与研究岀版社，1992.高胜林•幽默技巧大观•上海：上海科学技术文献出版社,2002.胡明扬•语言和语言学•北京：语文岀版社，2004.季素彩.幽默美学•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