Earticle

초록

영어

This paper explores initiators of humor and the differing characteristics of humor these initiators use in elementary-level English classrooms in Korea. Forty-nine videotaped ordinary classes and interviews with four teachers were investigated. Teachers tended to make learners the subjects of humor, with this type of humor attracting students to participate in learning. Furthermore, teachers encouraged learners to pay more attention to the form of English language features by humorously revealing mispronunciations or expressions that learners could easily make mistakes with. Additionally, among learners, the primary users of humor were middle- to lower-level students. Teachers needed to build a safe environment for English underachievers who unintentionally made humorous mistakes so that they would not be mocked. Also, certain boys intentionally tried humor to get attention. It is noteworthy that teachers and learners jointly constructed humor by supporting each other. This conjoint humor reaffirms the importance of teachers’ reactions and attitudes towards pupils. By listening attentively and accepting learners’ remarks, teachers could make humorous, meaningful interactions. The current paper projects some pedagogical implications concerning how to use or deal with humor for foreign language teachers.

목차

Abstract
I. 서론
II. 이론적 배경
1. 교사의 유머
2. 학습자의 유머
3. 유머 공동 구성
III. 연구 방법
1. 연구 참여자
2. 연구 도구
3. 자료 분석
IV. 연구 결과
1. 교사의 유머
2. 학습자의 유머
3. 유머 공동 구성
V. 결론 및 논의
1. 결론
2. 시사점
참고문헌
부록

키워드

저자

• 김솔 [ Kim, Sol. | 효행초등학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405