2015 AHSN Presentation 2015-02-05

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Dont Even Ask:Humor and Pragmatics inJapanese Junior High School

English Tet!ooks

Scott "ardner

#ka$ama %niversit$#ka$ama& JapanThis 'ork supported !$

JSPS (A(E)H* "rant )um!er +,-./.+0


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By and large, the conventional approach to teaching speech acts . . . isinadequate.

Crandall & Basturkmen, 2004

We have a responsiility to try and develop our students! pragmaticcompetence.

"urray, 20#0

$%here is a need 'or more support o' learners in their e''orts to acquirepragmatic aility.

Cohen, 200(

Without instruction in pragmatics, learners do not achieve su''icient ailityin a range o' pragmatic areas.

Bardovi)*arlig, 200#, cited in +ose, 200(

Pragmatics 1speech act2

instruction in language teaching


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-revent oredom/Waner, 20021 %orok et al., 2004

3mprove retention /ed, #5541 tir, 20#01 6do7ru & "c"orris, 20#8 s cruel in)9okes to make 'un o' innocent kids

in :ays they can!t understand /no data yet s e;amples o' target language humor, 'orunderstanding o' culture as :ell as languageusage

3h$ put humor in a 1languagelearning2 tet!ook4


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Humor 5 pragmatics inlanguage learning tet!ooks

3t is the responsiility o' instructors and te;took:riters to take advantage o' the gro:ingresearch ase on humor in native


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-ulishers think every learner is a potentialcustomer. . . and every teacher is a customer:ith a multiplier e''ect. 3' the teacher!s 'ond o'the ook, she!ll tell the school and students to

uy that ook. nd not the other one :hich shehates 'or the revolting 9okes in it. Better playsa'e. Better do :ithout humour.

"edgyes, 200#

Humor disappearing 6romlanguage learning tet!ooks4


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>?tudents like the series ecause the story is'unny and the te;ts are humorous@

rthur and 'oreign language learners sharein >alien :orld@ and clumsiness

not only semantic meaning and grammaticalstructure ut also pragmatic use o' language

Appeal o6 Access to English1*ll7s& +//82


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Tet!ooks

Sunshine English Course

/#,2,8. "atsuhata, *., et al./20#8. %okyoA airyudo.

Total English New Edition

/#,2,8. ada, *., et al./20#8. %okyoA Dakko %osho.

ll o' these te;ts /and a 'e: others areo''icially approved y Eapan!s "inistry o'


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Fe: Cro:n 2


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%otal


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18/32?unshine #


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Gne World 2


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Gne World 8


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Gne World 8


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Gne World 2


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Gne World 2


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%he 'oreign)language classroom is a :orld in its o:nright. %he moment :e hop on this merry)go)round,:e!re oliged to shed our real identity.... We!rechildren turned into adults, or adults turned intochildren.... 3t!s a :orld turned upside do:n, :hereanormality is the standard norm.


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9e6erencesed, H. #554. Iisual puns as interactive illustrationsA %heir e''ects on recognition memory. Metaphor and Symbolic Actiity 5/#, 4(J0.

tir, ?. /20#0. "emory 'or in'ormation paired :ith humorous, relevant 9okes. Knpulished thesis, ale Kniversity.

Bell, F. /200(.


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This 'ork supported !$

JSPS (A(E)H* "rant )um!er

+,-./.+0


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Fe: Cro:n 8


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2015 AHSN Presentation 2015-02-05