Using a Linguistic Theory of Humour in Teaching English Grammar

Autor/inn/en	Abdulmajeed, Rufaidah Kamal; Hameed, Sarab Khalil
Titel	Using a Linguistic Theory of Humour in Teaching English Grammar
Quelle	In: English Language Teaching, 10 (2017) 2, S.40-47 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Humor; Grammar; Teaching Methods; Retention (Psychology); English (Second Language); Second Language Learning; Second Language Instruction; Linguistic Theory; Recall (Psychology); Control Groups; Experimental Groups; Reading Comprehension; Single Sex Colleges; Females; Foreign Countries; Iraq + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistische Theorie; Abberufung; Leseverstehen; Weibliches Geschlecht; Ausland; Irak
Abstract	Teachers who teach a new language grammar do not usually have the time and the proper situation to introduce humour when starting a new topic in grammar. There are many different opinions about teaching grammar. Many teachers seem to believe in the importance of grammar lessons devoted to a study of language rules and practical exercises. Other teachers feel that grammar is best learned by doing different language activities without focusing directly on the rules. This paper is devoted to explore the application of the linguistic theory of humour in teaching English grammar. The purpose of the experiment in this study was to show that the humorous way helped the students to learn grammar more effectively and that humour enhanced learning and helped retention and recalling grammar rules. The researchers created a control group and an experimental group to investigate the potential benefits of introducing humour in explaining a new topic of English grammar. The results showed that the exposure to humorous activities in the classroom tend to improve the student's comprehension of the most difficult topics in their grammar book. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01