Use of humour in language classes: an effective ‘filter’ or affective filter?

The role of the teacher’s personality can be placed amongst many factors that play a role in learning English as a second/foreign language. A teacher with a humorous character inevitably aids in reducing any potential fear that may be experienced by students in relation to the learning of a second language in the classroom (Bell, 2009; Chee, 2006). In this sense, humour can be seen as a valuable teaching tool particularly for establishing an effective classroom atmosphere and thus can be assumed to facilitate student learning outcomes. Since humour reflects one of the most authentic and universal speech undertakings in the human discourse, the use of humour within the context of second language pedagogy can display important advantages, not only for the language teacher, but also for the learner. For a constructive learning and teaching atmosphere in the communicative classroom, the ‘affective filter’ should be low - and one way of achieving this could be the use of humour. Additionally, it is apparent that humour can be employed to promote students’ motivation in learning the target language as well as reducing the possible tension that may occur in a language classroom. In light of the existing literature and having experienced the possible benefits of humour used in the classroom, we have sought to emphasise the significance of humour in the teaching/learning processes and stress the fact that, since it is an integral personal and interpersonal interaction, humour may be utilised as an effective tool in teaching and/or learning a second or foreign language.

Espri: Duygusal engele etkili bir süzgeç mi? ‘Esprinin dil sınıflarındaki kullanımı’

Oldukça açıkdır ki yabancı veya ikinci dil olarak İngilizce öğrenmede rol oynayan pek çok etmen vardır, ki bunlardan bir tanesi de öğretmenin karakterinin rolü olabilmektedir. Esprili bir öğretmenin, ders sırasında öğrenci üzerinde oluşabilecek ‘korku’nun azalmasında etken olabileceği aşikardır. Esprinin, öğretim alanında, özelliklede etkili bir sınıf ortamı yaratmada, etkili bir araç olması dolayısıyla, öğrencinin öğrenim birikimine yardımcı bir araç olası beklenilir. Ayrıca, espri evrensel konuşma eylemlerinin en özgün tarafını yansıttığından, ikinci dil eğitim bilimi bağlamında, hem öğrenci hemde öğretmen üzerinde önemli faydalar göstermesi gerekmektedir. ‘’İletken’’ bir öğretim-öğrenim ortamı için, espri bir araç olarak kullanılabilir. Dahası, süphesizdir ki espri, öğrencinin motivasyonunu yükseltmede ve de sınıf içinde oluşabilecek heyecanı (gerginliği) azaltmada kullanılabilir. Araştırmacı, literatür taraması ve esprinin sınıf içi kullanımının muhtemel faydalarını tecrübe etmesinin ışığında, esprinin öğretim ve öğrenim sürecindeki önemine vurgu yapmaya çalışmış, ki espri, bir konuşmada, kişinin veya kişiler arası etkileşimin ayrılmaz bir parçasıdır ve de yabancı veya ikinci dil öğrenim-öğretim sürecinde etkili bir araç olarak kullanılabilir.

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