Humor Scholarship and TESOL: Applying Findings and Establishing a Research Agenda

Autor/in	Bell, Nancy D.
Titel	Humor Scholarship and TESOL: Applying Findings and Establishing a Research Agenda
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 45 (2011) 1, S.134-159 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Textbooks; Applied Linguistics; Humor; Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Language Proficiency; Language Research; Sociolinguistics + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Linguistics; Linguistik; Angewandte Linguistik; Humoristische Darstellung; Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Sprachforschung; Soziolinguistik
Abstract	Research in the areas of second language (L2) pragmatics and of conversational humor has increased in recent decades, resulting in a strong base of knowledge from which applied linguists can draw information for teaching purposes and undertake future research. Yet, whereas empirical findings in L2 pragmatics are beginning to find their way into textbooks, recommendations and activities, intended to integrate humor into the L2 classroom with the goal of increasing learners' proficiency in the use and understanding of L2 humor, remain based on intuition alone. Despite parallel developments in L2 pragmatics and humor studies, the two areas of scholarship have largely ignored each other, with humor scholars focusing mainly on native language uses of humor, and applied linguists avoiding the study of humor by L2 users. The purpose of this article is to bring these two fields together by outlining some major linguistic and sociolinguistic findings of humor scholarship, discussing how these understandings might help us integrate humor into the L2 classroom in a principled manner, and suggesting directions for future research on humor and L2 learners. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10