An Analysis of Communicative Interactions in School: Learning from Layered Messages in Humor

Autor/in	Ilosvay, Kimberly
Titel	An Analysis of Communicative Interactions in School: Learning from Layered Messages in Humor
Quelle	In: Journal of Instructional Research, 8 (2019) 1, S.39-50 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-0281
Schlagwörter	Humor; Classroom Communication; Language Usage; Foreign Countries; Intention; Teachers; Student Attitudes; Elementary Secondary Education; India; Turkey (Ankara); Oregon + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Klassengespräch; Sprachgebrauch; Ausland; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Indien
Abstract	The ability to communicate through oral language is an innate human characteristic (Chomsky, 1968; Pinker, 2007) and is a product of the social process (Vygotsky, 1978). Though the language " … in people's heads does not always translate automatically into appropriate words and phrases …" uttered through the mouth (Chafe & Danielwisc, 1987, p. 4), effective oral communication requires the producer to choose carefully from his or her lexicon and syntax knowledge to express specific intentions to listeners. As interactions among diverse peoples are becoming more frequent, so too are the mismatches in communication. This is especially true within the constraints of the education system where students are in contact with a diverse group of other students. Educators are always seeking effective ways to eliminate the disparities in communication present in the classroom. Researchers have long touted humor as a beneficial communication tool for classroom learning (Crossman, 1964). However, the effects of certain types of humor on students have largely gone unexamined. Through an analysis of humor used in classrooms in three different countries, this paper will highlight the prominent types of humor used and argue that some of the most widely used humor is counterproductive for student success. An analysis of the layered messages in specific humor reveals the impact of language use that might be helpful for educators and others to consider. Implications that positively influence instructional practices for educators are also discussed. (As Provided).
Anmerkungen	Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01