幽默教学在英语教学中的作用论文.doc

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1、幽默教学在英语教学中的作用论文 编号 2010212746 毕业论文（ 2014 届本科） 题 目： 幽默教学在小学英语课堂中的作用 学 院： 外国语学院 专 业： 英 语 作者姓名： 陈 发 祥 指导教师： 闫凤霞 职称： 讲师 完成日期： 2014 年 5 月 20 日二一四年五月 目录 河西学院本科生毕业论文（设计）诚信声明 . 1河西学院本科生毕业论文（设计）开题报告 . 2正文 . 7河西学院本科生毕业论文（设计）题目审批表 . 25河西学院本科生毕业论文（设计）指导情况登记表 . 26河西学院本科生毕业论文（设计）指导教师评审表 . 27河西学院本科生毕业论文（设计）答辩记录表 .

2、 28 河西学院本科生毕业论文（设计）诚信声明 本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对 作者签名：二O一四年 五月二十日 1 外国语学院毕业论文开题报告 专 业 学生姓名: 陈 发 祥 班 级: 10级4班 指导教师: 闫 凤 霞 开题日期: 2014年3月15日 2345 6 The Role of Humorous Teaching in the EnglishClass of Primary School Chen F

3、axiang Under the Supervision ofYan Fengxia College of Foreign Languages and LiteratureHexi UniversityMay 2014 7Contents Abstract(English) 9 Abstract(Chinese) 101. Introduction . 111.1 Research Background . 111.2 Research Objective . 112. Research on Humor . 122.1 Definitions of Humor and Humorous Te

4、aching . 122.2 Three Main Theories of Humor . 132.3 Physiological Benefits of Humor . 142.4 Humor and Education . 153. The Application of Classroom Humor . 153.1 Games . 153.2 Jokes . 163.3 Music . 173.4 Visual Aids . 174. Suggestions for Using Humor Properly . 184.1 Using Humor should be Well-prepa

5、red . 184.2 Being Relevant to Learning . 184.3 Dont Run to an Extreme . 194.4 Do not Use Humor that is Offensive . 195. The Role of Humorous Teaching in the English Class of Primary School . 195.1 Arousing the Primary Students Learning Interest . 195.2 Establishing Harmonious Relationship Between Te

6、achers and Students . 205.3 Cultivating Primary Students Good Personality . 205.4 Making English Classroom Atmosphere Be Active . 206. Conclusion . 216.1 Major Findings . 216.2 Pedagogical Implications and Limitations of the Present Study . 21References . 22Acknowledgements . 22 8Abstract Humor is o

7、ne of art forms. In teaching activities of English class, teachers philosophical sense of humor and appeal not only gives students wisdom and aesthetic feeling, but also influences and attracts students deeply. That is to say, it is much easier for primary students to learn English and for teachers

8、to teach English. As the educator, Thwaite Rove said: “Humor is the most important and the first assistant for an educator”. However, for a long time,humor used in English class of primary school is mainly for fun. Few researches have been conducted to study humor in terms of teaching way. So this p

9、aper proposes several suggestions on how to use humor effectively and properly in English class of primary school. It will let the primary students experience the joy of learning in a relaxing atmosphere to reach the final goal of improvement on the students ability. Key words: Art form; humor; Engl

10、ish teaching 9摘 要幽默是一种艺术表现形式,在小学英语课堂教学活动中, 教师富有哲理和情趣的幽默，不仅给学生带来智慧和美感，还能深深地感染和吸引学生，使自己教得轻松，学生学得愉快，如教育家斯维特洛夫所说：“教育家最主要的，也是第一位的助手是幽默。”然而，在很长一段时间内，幽默仅仅被看作课间娱乐引进小学英语课堂教学，很少有研究者从教学方法的角度来研究幽默在英语教学中的运用。 关键词：艺术表现；幽默；英语教学 101. Introduction1.1 Research BackgroundIn the 20th century, the research of language te

11、aching and learning of primary school has gained great achievement. With this development, the focus of English teaching has shifted from teachers teaching to students learning. Teachers and researchers have cared more about learners role, which is how a pupil learns a foreign language. Meanwhile, l

12、ots of researchers have concerned on learners individual differences, including demographic factors, cognitive styles, learning strategies and affective factors and so forth. These factors are of importance in the process of language learning, and play an important role in individual differences in

13、learning outcomes. Also，learning a foreign language involves the emotional control.Different emotional states can lead to different learning outcomes. So affective factors should be paid great attention in the process of second language learning. There are a lot of teaching methods in the history of

14、 English teaching. Some of them played an important role in China, such as Grammar-Translation Method, Audio-Lingual Method, Cognitive Approach, Communicative Approach and so on. In China, English learning in classroom is through teachers formal instruction in the past. However, recent years more an

15、d more teachers began to apply some ways of the communicative approach to their teaching. It is generally accepted that the ultimate goal of language teaching is to foster the learners communicative ability.Many English learners can get a high score, but they always feel helpless in terms of communi

16、cative tasks. Why does this phenomenon appear? Many researchers claims that: besides cognitive factors, the learning process is also affected by some other emotional factors. According to Krashens Affective Filter Hypothesis, affective factors such as learning motives, purpose, confidence, attitude

17、and anxiety would influence the result. The feeling of nervousness would lead to poor performance. As a result, it in turn creates more nervous and worse performance. It also wastes energy which should be used for memory.1.2 Research ObjectiveBased on these above reasons, this paper suggests using h

18、umor in English class of primary school. For recent years, many papers have studied humor and humor language 11from different perspectives. However, until in the middle of last century the humor used in English teaching has been gained attention. Whats worse, humor used is still limited in classroom

19、 atmosphere of primary school. The paper aims at exploring the effect of humorous teaching on pupils English learning. Besides, this paper also gives some practical strategies how to deliver humor effectively and properly in the teaching process.This paper consists of 6 chapters. Chapter one is a br

20、ief introduction, which focuses on the present research on language learning and humor in the field of pedagogy and objective of the research. Chapter two provides the relationship between the English learning and humor. Chapter three centers on the discussion how to make humor adaptive to classroom

21、 teaching, including games, jokes, music and visual aids. Chapter four gives some suggestions for using humor properly in English class. Chapter five presents the 4 roles of humorous teaching in the English class of primary school. Chapter six arrives at a conclusion of present study and summary of

22、all the chapters, including implication for English teaching and limitations of present research as well as suggestions for further research.2. Research on Humor2.1 Definitions of Humor and Humorous TeachingAs far as definition is concerned, many researchers in different fields give different defini

23、tions. The lists below are some common definitions:(1) The ability to understand and enjoy what is funny, and makes people laugh, the quality of causing amusement. -Longman Dictionary of Contemporary English (1978: 551)(2) Certain psychological state which tends to produce laughter. (Veatch, 1998)(3

24、) Humor is the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous. (Merriam-Webster, 2001: 564)(4) Humor is communication (written, verbal, drawn or otherwise displayed) including teasing, jokes, witticisms, satire, sarcasm, cartoons

25、, puns, clowning, which induces (or is intended to induce) amusement, with or without laughing or smiling. (Ziegler, 1998)In this paper, the word “humor” is confined in the classroom context of the primary 12school. To some extent, “humor” in the classroom of primary school is narrowed in scope comp

26、ared with our common sense understanding of the word. But on the other hand, it extends the forms of humor activities which can be used by both teachers and pupils to improve the atmosphere. Humor in the classroom context of primary school refers to the use or conduct of materials in written and spo

27、ken. They are also displayed forms such as teasing jokes, music, cartoons, riddles, games. So they can create a secure and harmonious atmosphere for pupils, please and relax learners with laughing or smiling.In general, humorous teaching is that teachers use humor to help primary students learn Engl

28、ish knowledge and create and develop English language skills based on psychological cognitive characteristics in the process of classroom teaching. Humorous teaching plays an important role in the process of English teaching of primary school To pupils, it can stimulate students interest in learning

29、 and create a pleasant learning atmosphere so as to improve the relationship between the teachers and students and reach the final goal of improvement on the students ability.2.2 Three Main Theories of HumorThe theories about humor are rich and colorful, because humor is a multi-disciplinary concept

30、. It is studied by philosophers, psychologists, sociologists, and literary critics from various perspectives(Raskin, 1984: 44). The theories of humor is commonly divided into three groups: the Superiority Theory, the Incongruity Theory and the Release Theory.Superiority Theory:The emphasis of this t

31、heory is on the social-affective aspect of humor. It is originally studied by Aristotle who holds the point that humor is based on “an imitation of men worse than the average.” It is used to explain why we laugh at somebody who is less fortunate or less intelligent. Based on this view, Hobbes points

32、 out that “the passion of laughter is noting else but sudden glory arising from a sudden conception of some eminency in ourselves.” He regards laughter as the result of a sudden access of superiority when ones own advantageous situation is realized compared with the misfortunes of others.Incongruity

33、 Theory: This is a more widely accepted theory of humor, in our common sense of understanding, “incongruity” is closely related to terms such as inconsistent, not-harmonious, not appropriate. This theory maintains that humor involves some kind of 13differences between what we expect and what we actu

34、ally receives or experiences. Laughter is an “intellectual reaction” to something unexpected, unreasonable, illogical, inappropriate and so forth which is served as basic vehicle for the humor.Morreall (1997: 79) concludes that “what we are enjoying is experiencing something that doesnt fit our ment

35、al patterns. Incongruity is a fancy name for a mismatch between what we expect and what we experience.” This theory gives the explanation of how humors are constructed, but it neglect the fact that people can laugh the very same thing more than one time, besides, not all incongruities can be found f

36、unny.Release Theory(Herbert Spencer, 2002: 32): The relief theory was first proposed by . With the rise of psychoanalysis, it has been brought into prominence by Sigmund Freud (1856-1939), they consider humor as a release of nervous energy that results from sexual or aggressive urges, (to Freud) hum

37、or is an outlet of our internal inhibitions which present us from giving rein to lifes numerous restrictions, including our sexual impulses and malicious ones. Thus, we are able to account not only for indecent jokes also for the malicious element in humor.In all, as humor is a complex thing, it can

38、t be easily defined by any single theory. That means none of the three theories is completely adequate in itself but seems to supplement each other. Raskin related three theories as components of communication. He argues that the Incongruity theory attributes to three stimulus of humor, the superior

39、ity theory states the relationship between the speaker and the hearer, while the relief theory comment on the feelings of hearer only.2.3 Physiological Benefits of HumorLaughter - an emotional and physical response to humor is a genetic biologic characteristic of human being rather than a learned componen