By Nancy Bell, Anne Pomerantz
Humor within the Classroom presents useful, research-based solutions to questions that academic researchers and language academics may need in regards to the social and cognitive merits that humor and language play come up with the money for in lecture room discourse and extra language studying. The publication considers the ways that humor, language play, and creativity can build new chances for lecture room id, critique triumphing norms, and reconfigure specific kinfolk of energy. Humor within the school room encourages academic researchers and language academics to take a clean examine the workings of humor in today’s linguistically different school rooms and makes the argument for its position in construction a much better beginning for experiences of school room discourse, theories of extra language improvement, and techniques to language pedagogy.
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Oring’s (2003) analysis of the decline of Victorian sentimentality, for instance, helps explain the preponderance of humor in contemporary American greeting cards. As open expressions of sentiment fell out of fashion, humor stepped in as a way of sharing emotions in a socially acceptable way. As language teachers, when we consider both the challenging work conditions many instructors find themselves in and the stress students often feel in using a new language, the stress-relieving function of humor is important.
Humor and Language Play 27 Forms of Humor Classifying humor by type or form is more challenging than it might seem. On one hand, we recognize many folk and literary forms of humor. 263). A few types of humor, such as canned jokes like the one analyzed earlier, conform to a fairly rigid structure (in this case, a setup and punchline) and are thus easily identified and analyzed. In fact, it is because prescripted jokes conform so strongly to certain generic conventions that meta-humor is possible.
243). The tease exaggerates the friend’s bilingual abilities via an ironic compliment. Thus, we have an ironic hyperbolic tease. This type of multiplicity is not uncommon in conversational humor and must be acknowledged if any type of classification of humor is to be attempted for research or pedagogical purposes. Furthermore, as we discussed in the preface, humor is a key. As a stance or a mode of communication it can be used to contextualize any bit of spoken or written language as humorous (Priego-Valverde, 2003).