TEACHING WITH HUMOR: A BENEVOLENT TEACHING TECHNIQUE FOR SECOND LANGUAGE LEARNERS IN TEACHER EDUCATION (A REFLECTIVE STUDY)

7/30/2019 TEACHING WITH HUMOR: A BENEVOLENT TEACHING TECHNIQUE FOR SECOND LANGUAGE LEARNERS IN TEACHER

1/8

International Journal of English and

Literature (IJEL)

ISSN 2249-6912

Vol. 2 Issue 4 Dec - 2012 89-96

TJPRC Pvt. Ltd.,

TEACHING WITH HUMOR: A BENEVOLENT TEACHING TECHNIQUE FOR SECOND

LANGUAGE LEARNERS IN TEACHER EDUCATION

(A REFLECTIVE STUDY)

DR. MUBASHER NADEEM

Director,Division of Arts & Social Sciences, University of Education,Lower Mall Campus, Lahore,Pakista

ABSTRACT

Humor is an important part of human social life and when applied by the teacher in classroom affects students

learning of English as a second language. Teaching is generally considered a serious profession by taking the meanings of

the word serious in literal senses and same is transferred to prospective teachers who are to steer millions of public sector

school students in right direction in their professional life. In teacher education programs the prospective teachers are

injected this seriousness syndrome so far as English language teaching and learning are concerned. Keeping in view this

significant factor the study was designed to know the opinions/reflections of University graduates, studying in different

teacher education degree programs, about the use of humor as pedagogical techniques. The study was conducted on 100

University graduates through an opinionnair for data analysis, findings and conclusion. The results of the study manifest

that the subjects are of the opinion that humor is one of the best ways to teach English language to prospective teachers

who are taught about the seriousness of teaching as a profession. The respondents feel that dominating language instructors

hardly set such an environment that could promote effective English language teaching/learning. Hence, it recommends

that humor may be considered as one of the best ways of teaching English as a foreign language to prospective teachers

and should also be taken as teaching aid like others. Further, there should be an effort on the part of language instructors to

generate cordial relations with learners with the help of humor which can play vital role for effective language teaching and

learning.

KEY WORDS: Tertiary Level, Teacher Education, Prospective Teachers, Humorous Teaching, Foreign Language,

Teaching Aid

INTRODUCTION

Powell (1985) and Proctor (1994) reported that humor communicates issues related to classroom management

without either lessening teachers authority or embarrassing the class. This appears to be very apt when it is applied to our

classrooms especially at tertiary level where students are normally expected to be very serious and good listeners. It is

generally believed that teachers expect high seriousness from the students of advanced level students on the plea that much

is to be done as before joining a University they spent/wasted much of their time at colleges whereas degree programs at

University level are tougher. Hence, teaching with pin drop silence becomes mode of teaching English language at tertiary

level which leaves a lot for students to desire. High seriousness is undoubtedly not a bad element in the class but in

language learning class humor could also play very effective role in the learning of a target language, like English, as

previous research showed that humor can be beneficial to classroom learning (Cornett, 1986; Fisher, 1997).

This study has been designed to probe into this important aspect of classroom situation after having seen a number

of students talking about seriousness of some language instructors who rarely laugh or allow others to laugh in the class in


2/8

90 Dr. Mubasher Nadeem

teacher education programs. It may be true that all work and no play may make Jack a dull boy and intention of the study is

dig out prospective teachers concern regarding use of humor or laughter at tertiary level whether it is benevolent in the

learning of English language or not in teacher education as these prospective teachers are expected to be teaching a foreign

language, English in our case, to school students who need this important language of the global world in their social andprofessional life.

Design and procedure of the study

The study is a survey research focused on the responses/reflections, of the prospective teachers of teacher

education programs who study English language related content and pedagogy based courses in degree programs. The

study was conducted on one hundred prospective teachers of B.ED and M.ED programs through an opinionnair to know

their reflections/responses about the use of humor as a tool for effective teaching/learning of English language as well as

for the creation of such an environment required for the smooth learning of English language content and pedagogy at

tertiary level in teacher education degree programs.

Related work

Deiter (2000) says that unfortunately, students often see many of their classes as boring, difficult and stressful. But it may

be due to some psychological reasons which create de-motivation or anxiety among language learners during the process of

learning a foreign language. Foreign language anxiety or more precisely, foreign language classroom anxiety (FLCA) was

considered to be a situational anxiety experienced in the well-defined situation of the foreign language classroom

(MacIntyre & Gardner, 1991). Horwitz, Horwitz & Cope (1986) conceptualized foreign language anxiety as a distinct

complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the

uniqueness of the language learning process. MacIntyre (1998) also stated that language anxiety is considered as a

situation-specific anxiety, and research on language anxiety should employ measures of anxiety experienced in particular

second/foreign language contexts. He described language anxiety as the worry and negative emotional reaction aroused

when learning or using a second language (p. 27).

The literature on humor in education reveals that humor affects students physically as it relaxes muscles,

stimulates circulation, improves respiration, exercises the lungs and chest muscles, controls hormones that relieve stress on

the body, increases immune system, increases the production of endorphins, and lowers pulse rate and blood pressure

(Berk, 1996; Berk, 2002; Caron, 2002; Mahoney, 2000). The literature on humor in education reveals that humor also

affects students psychologically as it decreases anxiety, stress, and tension; improves self-esteem and morale; and increases

motivation, curiosity, comprehension, and perceived quality of life (Anderson & Arnoult, 1989; Bennett, 2003; Berk, 1996;

Cornett, 1986; Garner, 2006; Philaretou, 2006; Stambor 2006).

In relation to negative effect of such an effect in class, Oxford (1999) indicated that anxiety damages language

learners achievement indirectly through worry and self doubt and directly by reducing participation and creating overt

avoidance of the language. Similarly, Kondo and Yong (2004) argued that foreign language anxiety could have a negative

effect on learners performance. Gregersen (2005) also argued that anxious learners often find it difficult to respond

effectively to their own mistakes. These learners may find their study less enjoyable. In such situation humor could

possibly be one of the ways to generate interest of the learners for foreign language learning on one hand and get better

results in learning it on the other.

Humor has been defined by Steven Leacock as the kindly contemplation of the incongruities of life and the artistic

expression thereof (Berk, 1998). Humor means understanding not only the language and words but also their use, meaning,


3/8

Teaching with Humor: A Benevolent Teaching Technique for 91Second Language Learners in Teacher Education(A Reflective Study)

subtle nuances, the underlying culture, implications and unwritten messages" (Tuncay, 2007). Garner (2005) stated the

following: Humor has also been described as a sense, as in the term, sense of humor. As with any sense, howeversuch as

taste or smellindividuals may have differing levels of receptivity; similarly, humor can be highly personal, contextual,

and subjective. Humor that is of poor taste or is insulting can be stifling rather than enlightening. Simple joke-telling doesnot possess the attributes that well planned and content-specific humor adds to the learning environment.

Regarding the humor in pedagogy, Kher, Molstad & Donahue (1999) stated that humor is often identified as a

teaching technique for developing a positive learning environment. When an instructor establishes a supportive social

climate, students are more likely to be receptive to learning. Humor is a catalyst for classroom magic, when all the

educational elements converge and teacher and student are both positive and excited about learning. Instructors can foster

classroom "magic" through improved communication with students by possessing a playful attitude and a willingness to

use appropriate humor (Golchi & Jamali, 2011).

Hativa (2001) provided a classification of humor in teaching. She classified humor in three main categories. Thefirst category is verbal humor that consists of jokes, anecdotes, language play, etc. The second one is nonverbal humor

such as cartoon, caricature, photon and visual pun. The last one is combined verbal and nonverbal humor that consists of

impersonation, parody, satire, monologue and skit. Chee (2006) also classified humor in teaching into four major

categories:

1. Textual: stories, jokes2. Pictorial: cartoons, comics3. Action/Games: theatre, video, role play, simulation, contests4. Verbal: Puns, word games, acronym

Research suggests that general comprehension and retention of classroom messages were significantly improved

by the use of humor. Casper (1999) stated that learning induced by humor strengthens the learning memory. Ziv (1988)

investigated the effects on student learning of teaching with humor and reported that students appreciate and enjoy learning

with a teacher who uses humor. Similarly, Kaplan and Pascoe (1977) reported that lectures with more concept-related

humor helped students do significantly better on recalling tests of learnt concepts. It is clear that in order to motivate and

have more receptive students, humor is essential to teaching and learning.

Kristmanson (2000) stressed the importance of the affective environment in second language teaching. It cannot

be emphasized enough that students are more willing to participate and take risks in using their second language in a

classroom that allows them to do so without fear of criticism and ridicule. It is important for the teacher to create a

"positive atmosphere" for learning. Humor, by decreasing anxiety and stress can, contribute to this positive classroom, to

class unity and learning.

Deneire (1995) suggests that humor be integrated harmoniously into existing language teaching approaches. The

advantage of humor is that it could be used with any language teaching approach or method. Humorous material can add

variety to the class. Providing a change of pace, and can contribute to reducing tension that many learners feel during the

learning process. But the use of humorous texts in classes should be planned by the teacher. It should give learners the

impression of being spontaneous but yet be an integral part of the course instrumental in building language skills. Watson

and Emerson (1988) state:


4/8


When humor is planned as part of the teaching strategy, a caring environment is established, there is

an attitude of flexibility, and communication between student and teacher is that of freedom and

openness. The tone is set allowing for human error with freedom to explore alternatives in the learning

situation. This reduces the authoritarian position of the teacher, allowing the teacher to be a facilitatorof the learning process. Fear and anxiety, only natural in a new and unknown situation, becomes less of

a threat, as a partnershipbetween student and instructor develops (Watson & Emerson, 1988, p.89).

Studies in foreign language acquisition and teaching have acknowledged the use of humor to raise students

motivation in the world language classroom (e.g., Medgyes, 2002; Tosta, 2001) and to teach humor as an important tool in

a foreign culture in order to reach higher social competence (e.g., Zajdman, 1995). Furthermore, humor has been shown to

facilitate the development of listening comprehension and reading. Although numerous studies have shown positive

effects of humor in the classroom (e.g. Berk, 2000; Berwald, 1992; Bryant & Zillmann, 1989; Clabby, 1979; Colwell,

1981; Gorham & Cristophel, 1990; Pollack & Freda 1997), Deneire (1995) reports that humor is still underused in the

foreign language classroom.

RESULTS AND FINDINGS

Sr.

No

Opinion item A great

deal

Much Some

what

Little Never

1 I like dominating English language

teacher.

3 2 5 5 80

2 I expect my language teacher be very

serious in the classroom.

2 5 5 10 78

3 My teacher should tell us every about

English language learning itemshimself/herself without our participation.

4 5 10 5 76

4 Independence of learning of English

language at tertiary level in teacher

education programs is harmful.

2 5 5 5 83

5 I love to see my language instructor

cooperative and smiling person.

90 3 2 4 1

6 All work and no play in language class

surely make Jack a dull boy.

85 5 5 3 2

7 Language teaching with humor

generates conducive environment to

learn English language passionately.

80 3 2 10 5

8 Smiling English language teachers are

better instructors than those who remain

serious in the class.

88 2 3 2 5

9 Language learning activities conducted

with a blend of humor and light tone aregood ways to learn English language.

89 2 3 5 1

10 Teacher teaching English at tertiary level

especially in teacher education programs

should create friendly and students

liked learning environment.

92 1 1 2 4

11 Humorous way of teaching English

language is exciting and result oriented.

80 5 5 5 5

12 Humor is a motivating factor in learning 81 3 4 9 3


5/8


English as a second language.

13 Friendly teachers leave good

impressions on the prospective teachers.

84 6 2 2 6

14 Friendly classroom environment is also a

good social norm which enablesprospective teachers to practice in their

professional life.

84 4 2 5 5

15 Harsh way of teaching English language

gets me worried about my performance

in and outside the class.

90 2 2 2 4

0

1020

30

4050

6070

8090

100

Ilike

Myteacher

Ilovetosee

Language

Language

Humorousway

Friendly

Harshwayof

0

10

20

30

40

50

60

70

80

90

A great deal

Much

Some what

Little

Never

The analyzed data reflect that a majority of the subjects appear to be having some sort of antagonistic type of

attitude towards high seriousness which is observed during the teaching of English language in teacher education. It may

be due the conservative concept about the teaching profession in the society that a teacher must look like a seer instead of a

facilitator of learning. In Pakistan education is becoming industry and private sector is also shouldering academic

responsibilities just like public sector but on the other hand if the prospective teachers are trained in a congested academic

environment they may not be able to cope up with the growing demand of education in the global village so far as a living

language English is concerned.

The respondents are of the view that language teachers/instructors must adopt such an attitude that shouldgenerate a sense of liking for English language and it may be learnt as a living language is learnt instead of learning in a

classical way. For instance, a living language is to be learnt in an active way through classroom variations, such as pair

work, or group work activities which provide learners chance to talk, chat, converse, in a normal way. If the students come

a across their language teachers with authoritarian conduct they may not be able to get themselves adjusted in the

environment to learn English language effectively.

Light jokes related to the subject matter are in fact a motivating factor to create a sense of ownership to the

language learnt. It is useful not inside the classroom but also desirable outside the classroom as responded by the subjects

because learning a language is a continuing process which need consistence not only the part of learner but the teacher as

well. All types of humor such as stories, jokes, comics, theatre, video, role play, simulation, contests, puns, word games,

acronym, etc., are necessary for prospective teachers who may take them as a piece of advice from their teachers to their

professional life for better foreign language society.


6/8


It definitely lessens the dominating position of the teacher at tertiary level but at the same time provides the

instructors such graduates who may become his/her future reference in professional life. Further, as the results show

humorous way teaching a foreign language brings the instructors closer to learners, especially at tertiary level in teacher

education programs, and a solid relationship is established to ensure effective English language teaching and learning attertiary level in teacher education programs.

CONCLUSIONS

In the light of the results of the study it is inferred that humorous way to teaching a foreign language such as

English at tertiary level in teacher education programs is an effective way to ensure effective teaching and learning of

English. It is not only a motivating factor but also appears to be an effective pedagogical language teaching technique to

get the prospective teachers equipped with such a tool that could help them in the social and academic life.

RECOMMENDATIONS

Keeping in view the results and conclusion of the study the following recommendations are made:

1. Humor is an effective teaching technique for the teaching of English at tertiary level. Hence, it may be included asa part of pedagogy for the effective teaching of English and learning.

2. Humorous way of teaching English may be made a part of capacity building component of the teachers engagedin teacher education programs for the teaching/learning of English language.

3. Humorous stories, jokes, comics, theatre, video, role play, simulation, contests, puns, word games, acronym, maybe included in different language teaching courses at tertiary level in the light of academic needs of prospective

teachers.

4. It is recommended that language instructors should also adopt humorous teaching technique while teachingcontent based courses related to English language/literature.

5. Humorous teaching technique may be considered a paradigm shift as well as demand of the present day pedagogyrequired for the teaching and learning of English language at tertiary level in teacher education.

6. It may also be considered as a teaching aid for effective language teaching at tertiary level in teacher educationprograms.

REFERENCES

1. Cornett, C. E. (1986). Learning through Laughter: Humor in the Classroom. Phi Delta Kappa EducationalFoundation, Bloomington, IN. (ERIC Document Reproduction Service No. ED 276 028). Fastback. 241.

2. Fisher, M. S. (1997). The effect of humor on learning in a planetarium. Science Education, 81(6), 703-713.3. Horwitz, E. K., Horwitz, M. B. & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language

Journal. 70, 125-132.

4. MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.),Affect in foreign language and second language learning (pp. 24-45). Boston.

5. Kondo, D. S., & Yong, Y. Y. (2004). Strategies for coping with language anxiety: The case of students of Englishin Japan.ELT Journal, 58, 258-265.


7/8


6. Gregersen, T. (2005). Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign LanguageAnnals, 38, 388-400.

7. Berk, R. A. (1998). Professors Are From Mars, Students Are From Snickers. Madison, WI: Mendota Press.8. Garner, R. (2005). Humor, analogy, and metaphor: H.A.M. it up in teaching. Retrieved October 05, 2012 from

http://radicalpedagogy.icaap.org/ content/issue6_2/garner.html

9. Tuncay, H. (2007). Welcome to hell: Humor in English language learning. Retrieved October 02, 2012, fromhttp://www.eric.ed.gov/PDFS/ ED499225. Pdf

10. Kher, N., Molstad, S. & Donahue, R.( 1999). Using humor in the college classroom to enhance teachingeffectiveness in dread courses. College Student Journal 33, 400-405.

11. Deiter, R. (2000). The use of humor as a teaching tool in the college classroom.NACTA Journal, 44, 20-28.12. Oxford, R. L. (1999). Anxiety and the language learner: New Insights. In Arnold. J (Eds.) Affect in language

learning. (pp. 58-67). Cambridge: Cambridge University Press.

13. Hativa, N. (2001). Teaching for Effective Learning in Higher Education. Netherlands: Kluwer AcademicPublishers.

14. Mona Mohammadi Golchi & Fatemeh Jamali. The Effect of Teacher's Verbal Humor on Advanced EFL Learners'Classroom Anxiety. European Journal of Social Sciences. ISSN 1450-2267, Vol.26, No.2 (2011), pp. 185-192

15. Casper, R. (1999)Laughter and humor in the classroom: Effects on test performance. University of Nebraska -Lincoln

16. Ziv, A. (1988). Teaching and Learning with Humor: Experiment and Replication. Journal of ExperimentalEducation, 57 (1), 5-15.

17. Kaplan, R. M., and Pascoe, G. C. (1977). Humorous lectures and humorous examples: Some effects uponcomprehension and retention.Journal of Educational Psychology, 69, 61-65. Kristmanson, P. (2000). Affect*: in

the second language classroom: How to create an emotional climate.Reflexions , 19 , (2), 1-5.

18. Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research 8(3), 285-298.

19. Watson, M.J. & Emerson, S. (1988). Facilitate learning with humor. Journal of Nursing Education, 2, (2), 89-90.20. Tosta, Antonio L. (2001). Laugh and learn: Thinking over the `funny teacher' myth. Forum 39, 26-31.21. Medgyes, P. (2002). Laughing matters: Humour in the language classroom. Cambridge: Cambridge University

Press.

22. Zajdman, A. (1995). Humorous face-threatening acts: Humor as strategy. Journal of Pragmatics 23, 325-339.23. Berk, R. A. (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching 48

(4), 151-58.

24. Berwald, J-P. (1992). Teaching French language and culture by means of humor. FrenchReview 66(2), 189-200.


8/8


25. Bryant, J., Zillmann, D. (1989). Using humor to promote learning in the classroom. Humor and children'sdevelopment. Ed. P. McGhee. NY: Haworth, 49-78.

26. Clabby, J. F., Jr. (1979). Humor as a preferred activity of the creative and humor as afacilitator of learning.Psychology: A Quarterly Journal of Human Behavior 16 (1), 5-12.

27. Colwell, C. G. (1981). Humor as a motivational and remedial technique. Journal of Reading 24 (6), 484-86.28. Gorham, J., Christophel, DM., (1990). Relationship of teachers' use of humor in the classroom to immediacy and

student learning, Communication Education 39 (1), 46-62.

29. Pollak, J. P., Freda, P. (1997). Humor, learning, and socialization in middle level classrooms. Clearing House70 (4 ), 176-78.

30. Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research 8(3), 285-298.

31. Berk, R.A. (1996). Student ratings of 10 strategies for using humor in college teaching.Journal on Excellence inCollege Teaching, 7(3), 71-92.

32. Berk, R.A. (2002). Humor as an instructional defibrillator: Evidence-based techniques inteaching and assessment.Sterling, VA: Stylus Publishing, LLC.

33. Caron, J.E. (2002). From ethology to aesthetics: Evolution as a theoretical paradigm forresearch on laughter,humor, and other comic phenomena.Humor15(3), 245-281.

34. Mahoney, D.L. (2000). Is laughter the best medicine or any medicine at all? Eye on PsiChi, 4(3), 18-21.McKeachie, W.J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9th

edition). Lexington, MA: DC Health and Company.

35. Anderson, C.A., and Arnoult, L.H. (1989). An examination of perceived control, humor,irrational beliefs, andpositive stress as moderators of the relation between negative stress and health. Basic and Applied Social

Psychology, 10(2), 101-117.

36. Bennett, H.J. (2003). Humor in medicine. Southern Medical Journal, 96(12), 1257-1261.37. Berk, R.A. (1996). Student ratings of 10 strategies for using humor in college teaching.Journal on Excellence in

College Teaching, 7(3), 71-92.

38. Cornett, C.E. (1986). Learning through laughter: Humor in the classroom. Bloomington,IN: Phi Delta KappaEducational Foundation.

39. Garner, R.L. (2006). Humor in pedagogy: How ha-ha can lead to aha! College Teaching,54(1), 177-180.40. Philareatou, A. G. (2006). Learning and laughing about gender and sexuality throughhumor: The woody allen

case. The Journal of Mens Studies, 14(2), 133-144.

41. Powell, J. P. A. (1985). Humor and Teaching in Higher Education. Studies in Higher Education, 10 (1), 79-9042. Proctor, R. F. (1994). Communicating rules with a grin. Paper presented at the annual meeting of the Central

States Communication Association, Oklahoma City, OK.

43. Stambor, Z. (2006). How laughing leads to learning. Monitor on Psychology 37(6), 62-66.

Documents

TEACHING WITH HUMOR: A BENEVOLENT TEACHING TECHNIQUE FOR SECOND LANGUAGE LEARNERS IN TEACHER EDUCATION (A REFLECTIVE STUDY)