Using a Linguistic Theory of Humour in Teaching English GrammarReport as inadecuate




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English Language Teaching, v10 n2 p40-47 2017

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.

Descriptors: 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

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[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt





Author: Abdulmajeed, Rufaidah Kamal; Hameed, Sarab Khalil

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=233&id=EJ1126743







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