Использование вербального юмора при обучении английскому языку как иностранному: вопросы уместности и актуальности
Аннотация
В настоящем исследовании был проведен анализ использования юмора на занятиях английского языка как иностранного иранскими преподавателями мужского и женского пола. Для этого было проведено качественное исследование в двух институтах английского языка в Иране. В эксперименте принимали участие 30 преподавателей. По 15 преподавателей английского языка мужского и женского пола были отобраны методом случайной выборки. Занятия записывались на аудио и позже расшифровывались для изучения типов и частотности юмора, который они использовали. Для анализа типов юмора участников исследования использовался метод М.Б. Ванцер, Э.Б. Фраймер, Э.М. Войташчик, Т. Смит (2006) по анализу юмора и категоризации уместности. Результаты показали, что преподаватели-мужчины используют юмор чаще, чем преподаватели-женщины: 57% юмора приходится на мужчин и 43% - на женщин. Исследование демонстрирует, что наиболее частым видом юмора в аудитории преподавателей-мужчин были "смешные комментарии" (27%), а наименее частым – "поддразнивание студентов" (3%). В случае уместного использования юмора учителя-женщины использовали "смешные комментарии" (52%) как наиболее частый тип, но не было примеров "приведения юмористических примеров". Что касается неуместного юмора, то и мужчины-преподаватели, и женщины-преподаватели чаще всего использовали "смешные комментарии" (45%). Результаты данного исследования могут быть полезны для преподавателей английского языка как иностранного и свидетельствуют о необходимости проведения семинаров и тренингов по интеграции юмора в занятия по английскому языку как иностранному.
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