Товкач О.В. Humour as an effective strategy in teaching English in the second language classroom
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Товкач Ольга Володимирівна – студентка Педагогічного інституту Київського університету імені Бориса Грінченка, напрям підготовки «Початкова освіта», кафедра іноземних мов і методик їх навчання Київського університету імені Бориса Грінченка
Стаття присвячена проблемі використання гумору як ефективної стратегії у навчанні англійської мови як іноземної учнів різного віку. У статті висвітлено важливість впровадження гумору в навчальний процес; визначено три основних типи гумору, які використовуються у навчанні англійської мови; запропоновано декілька доречних способів використання гумору в процесі навчання англійської мови як іноземної.
Ключові слова: гумор, впровадження, типи гумору, доречні способи, ефективна стратегія, уроки іноземної мови.
Статья посвящена проблеме использования юмора как эффективной стратегии в обучении английскому языку как иностранному учащихся разного возраста. В статье освещена важность внедрения юмора в учебный процесс; определены три основных типа юмора, используемые в обучении английскому языку; предложено несколько уместных способов использования юмора в процессе обучения английскому языку как иностранному.
Ключевые слова: юмор, внедрение, типы юмора, уместные способы, эффективная стратегия, уроки иностранного языка.
The article is devoted to the problem of humour usage as an effective strategy in teaching English in the second language classroom to students of different age. The importance of the implementation of humour in learning process is outlined; three main types of humour which are used in teaching English are defined; several appropriate ways of humour usage in the process of teaching English in the second language classroom are proposed in the article."
Key words: humour, implementation, types of humour, appropriate ways, an effective strategy, the second language classroom.
Зміст |
Relevance of the topic
Students’ success or failure in learning English is greatly influenced by what happens in the classroom. According to this, lessons should be not only informative, but also interesting, memorable, and enjoyable. One of the best methods to keep students focused on your class and avoid demotivating and stressful activities is, to our mind, humour usage.
Humour is the characteristic that makes something laughable or amusing but humour in the English classroom has more than just the effect to induce laughter. It brings together a chain-reaction by increasing the learner’s motivation and self-confidence which creates a comfortable and positive classroom atmosphere for the smooth acquisition of the language. Therefore, humour can be, to our mind, a valued tool in the second language classroom when it is used properly.
The analysis of research
Throughout the years, educators and researchers saw no possibility to adopt humour into a foreign language classroom. It’s a fact that they perceived humour as both nonessential and inapplicable. Before the 20th century dawned, lecturers found seriousness essential to be applied in the classroom. They regarded humour as a trivial and pointless activity that lured students off what was to be achieved and acquired. But that view has changed and over the last twenty years much research has been done to show how beneficial appropriate humour can be in teaching English.
Different aspects of using humour in English classes have been studied by M. K.Morrison, M. Deniere, R.L. Garner, S.A. Lei, J.L. Cohen, K.M. Russler, R.R. Provine, S.E. Torok, R.F. McMorris, W-C. Lin, P. Kristmanson, J. Rhem, J. Vizmuller, M.J. Watson, S. Emerson, D. Loomans, K. J. Kolberg, M. McMahon, S.S. Minchew, R.A. Shade, T. Tatum and other scientists.
Thus, educator-researcher Mary Kay Morrison in her investigation has studied the impact of humour use on brain activity during English lessons. By analyzing brain scans after humour using she found high levels of activity in multiple areas of the brain, which maximize learning and strengthen memories. According to Torok, McMorris, and Lin research, humour that is used appropriately in the classroom has the potential to humanize, illustrate, defuse, encourage, reduce anxiety, and keep students thinking [8, p. 14]. Loomax and Moosavi in the article on the use of humour in the classroom point out that anecdotal evidence in past studies consistently suggests that humour is an extremely effective tool in education. These same studies suggest that the use of humour in the classroom reduces tension, improves classroom climate, increases enjoyment and student-teacher rapport, and even facilitates learning [6, p. 3].
As we can see, the concern of using humour as an effective tool in English classes has become an important goal in teaching and learning English as a second language.
The purpose formulation of research
Unfortunately, an English teacher is most often stereotyped as humourless and even prudish. Today we need to dispel the stereotype and infuse our classrooms with humour and fun to make learning both enjoyable and memorable. According to Anthony Robbins, “our mind remembers all the experiences in the form of images and memorizes the funny incidents longer than the other” [1, p. 178]. Hence, humour aids in great deal in helping students memorize the concepts. When we teach with the help of funny examples or associating it to the real life experience, it helps the student to memorize for a long time. Most of teachers know about that but only a few use humour in learning process because of the problems with controlling the class, for example.
Thus, the aim of our research is to show the benefits of humour usage in English classes and to define the appropriate ways of humour implementing in teaching English in the second language classroom.
The main material
Most researchers support engaging humour as a tool for both teachers and foreign language acquirers. Humour represents a cognitive, emotional, and motivational stance toward incongruity, as inherent in funny artefacts, but also in inadvertently amusing situations, our fellows’ behaviours, and attitudes, in fate and life and human nature and existence in general. The playful reception, enjoyment and generation of non-serious communication, the composed and cheerful view on adversity that allows to derive a light and positive side in a serious situation, maintaining good mood and enabling oneself and others to smile at it and be amused by the funny aspect, the purposeful use of wit to affect emotional state in others and regulate social relations.
The use of humour can help establish the positive classroom environment, which fosters increased participation and learning, as well as a cooperative atmosphere. Such teaching strategy effects let the acquirers of a target language focus more effectively on the applied material as a result of increased motivation and self-confidence. It further leads to the improved ability of solving linguistic problems and developing memory and retention.
According to Deneire, the superlative role of the use of humour in a foreign language classroom is to reduce tension, to gain student’s interest, and to view teacher as a human being [2, p. 290]. He implies that the judicious use of humour not only builds a positive relationship between students and their instructor, but also acts as an additional, effective strategy for teachers, and thus it is worthwhile employing in the second language teaching process.
Berk agrees with Deneire by persuading that humour “chops down, smashes, demolishes, even vaporizes the pre-existing barriers that separate teachers from their students” [4, p. 8]. He further adds that due to the lack of fear or intimidation there is a positive, constructive and relaxed communication between learners and instructors. It is based on respect and trust. It brings about satisfaction, as well as it fosters retention. Berk states that humour successfully develops communication, students’ engagement, which he perceives as a key factor in learning.
Humour, as previously presented, has the ability to relax students, to reduce tension, and thereby to create a comfortable, unthreatened atmosphere beneficial to communication and acquisition.
The positive atmosphere in a target language classroom is one in which students are encouraged to actively use the second language in the class, and are respectively praised for their attempts and achievements. Ridicule, sarcasm, and negative criticism are definitely to be avoided by both the teacher and students. A properly used type of humour is the one that does not insult students. This supportive classroom, by decreasing anxiety and stress, encourages learners’ desire to take part in class conversations (students are not afraid to speak and the language is perceived in realistic, yet funny situations). It also establishes creativity in the target language and forms the positive relationship between the teacher and students.
Furthermore, Burgess affirms that establishing a humourous classroom through judicious use of humour helps prevent disciplinary problems before they appear [5, p. 12]. When teachers confront “difficult” students with humour they often notice its effectiveness in diffusing students’ anger and hostility. A classroom that is transferred into a warmer and a more inviting one evokes positive associations, optimises acquisition, and serves better retention. The reduction of tension creates a classroom where students are not afraid to try and to experiment. They are not taught and tested under rigorous expectancies, but have the ability to feel satisfaction from expanding their knowledge.
As we can see, humour is successfully used as a didactic means for fostering positive, effective, and tense-free communication. The use of humour raises the whole language class involvement, thus the learners participate in the humour-based process of language learning with the feeling of mutual trust and respect. The researchers proved that humour facilitates efficient acquisition of a second language, which carries no fear or intimidation.
Theorists distinguish between three main types of humour used for the purpose of a language classroom. They categorised various humour forms into textual/verbal, visual/figural, and physical. A verbal type of humour engages words in a written or oral form, e.g.: jokes, wit, anecdotes; a visual type of humour employs various sources of images, e.g.: cartoons, comics, caricatures; a physical sort of humour involves the use of action: e.g. mimes, pantomimes, slapsticks. All the types of humour can be successfully implemented into the process of teaching/learning, provided that they are carefully chosen and lesson-related [7, p. 16].
It should be noted that the age of students should be taken into consideration while deciding upon the type of humour to be implemented in the acquisition process. Dolitsky claims that visual humour is the best type for young learners who respond with confusion when given verbal sort of humour (e.g. a satirical or ironic one). Dolitsky further posits that this group of students responds negatively to the related humour and thus it should be presented with humour not related to the subject matter to increase motivation and interest without evoking distraction [3, p. 41]. Older students, on the other hand, are able to think abstractly and distinguish between reality and the aspects of humour that are designed to be perceived as an exaggeration or an instance of sarcasm. These students respond well to the verbal type of humour and manage to acquire information best when the humour is related to the lesson subject.
So, humour in the classroom is a great tool for educators. It can be used to help convey a lesson plan, defuse a potentially problematic situation, or create a closer bond between the educator and the students. However, if used incorrectly, humour can further alienate the students and create issues that may not have been there in the first place. It’s important that humour be used properly in the classroom setting to avoid such problems.
Firstly, teacher must create a relaxed environment. The more comfortable students are in the classroom, the more likely they are to respond to teacher’s attempts at humour. If lessons are too serious or lack excitement, the students won’t respond to the type of humour teachers are trying to convey.
Secondly, it’s very important to use humour at appropriate times. This means finding the right balance of instruction and joking. Teachers mustn’t let their whole class become an hour long comedy routine. Humour is used to keep students alert and engaged, not as a way to gain popularity. Also, using humour appropriately in the classroom means watching out for inappropriate material. Teachers should steer clear of off-colour jokes and be sensitive to the cultural backgrounds of all of the students.
Thirdly, students must know that it is normal to cut loose and joke around occasionally. The benefits of a happy, smiling classroom outweigh the time lost on humourous tangents. In this case group projects are a great place for them to use humour, as long as they cover the assigned material as well. So, teachers should encourage humour among their students.
Fourthly, educators shouldn’t exclude anyone. They must stay away from “in jokes” between them and few students. The whole class should feel included in the humour, not just some popular and outgoing students.
Fifthly, students do not have the same sense of humour as their teachers. So, teacher’s task is to think about what their students will find amusing and keep an ear open to what kind of jokes, cracks, remarks, and anecdotes show up in conversations.
Sixthly, educators should use self-deprecating humour. Students enjoy teachers with a sense of humour, and by making jokes about themselves, teachers will help ease the tension of the classroom and make students comfortable enough to laugh.
And finally, all teachers should be in touch with their students’ likes and interests. Commenting on popular cultural events that students identify with will help create a bond between the teacher and the students to strengthen their connection for better interaction.
Conclusion
Hence, humour can contribute a great deal to the second language classroom. It can operate as a positive motivation tool that reinforces learning and influences students’ attitude toward lesson content.
The use of humour in the classroom plays an important role in increasing students’ self-esteem. Humourous situations allow students to express themselves without fear of ridicule and criticism.
Humour usage in the classroom is also very significant in reducing stress and tensions. Then students are able to acquire much more information and are encouraged to take more risks in using their second language.
Humour enables teachers not only to create an affective or positive environment, but is a source of enjoyment for both teachers and students.
Thus, humour, along with encouragement and praise, should be one of the many useful tools used by language teachers to make their classrooms more inviting and conducive to learning.
References
- Garner, R.L. Humour in Pedagogy: How Ha-Ha Can Lead to Aha! – College Teaching, 54(1), 2006. – Pp. 177-180.
- M. Deneire. Humour and foreign language teaching. – Humour 8-3, 1995. – Pp. 285-298.
- M. Dolitsky. Humour and the unsaid. – Journal of Pragmatics, 7, no. 1, 1983. – Pp. 39-48.
- R.A. Berk. Humour as an Instructional Defibrillator. – Sterling, VA: Stylus Publishing, 2002.
- R. Burgess. Laughing Lessons: 149 2/3 Ways to Make Teaching and Learning Fun. – Minneapolis, MN: Free Spirit Publishing Co, 2000.
- R.G. Loomax, S.A. Moosavi. Using Humour in Teaching. – San Diego, April 17th, 1998.
- R.R. Provine. Laughter: A Scientific Investigation. – London: Viking Press, 2000.
- S.E. Torok, R.F.McMorris, W-C Lin. Is humor an appreciated teaching tool? Perceptions of professors’ teaching styles and use of humor. – College Teaching, 52(1), 2004. – Pp. 14-20.
- S.S. Minchew. Teaching English with humour and fun. – American Secondary Education, 30 (1), 2001. – Pp. 58-68.