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Humor in the Spanish room I have always wondered whether humor was important in a room so I looked for an article on this topic. The article by Wagner and Urios-Aparisi (2011) was not specifically about Spanish in the classroom but it did give details about how to use humor in a foreign language classroom.
Main Problem in Study and Purpose
In this peer reviewed article, the main issue was whether could be used effectively in a foreign language classroom. The authors gave examples of what could be done and how it could be used. This information was clearly stated in the beginning of the paper. The article was not specifically a study, but the authors had done research before they wrote this article. The purpose was to answer questions about humor. These questions were: “How effective is humor in the foreign language classroom?”, “How are concepts of humor in the different cultural contexts learned by foreign language students?”, “What role do theories of humor play when studying the use of humor in the world language classroom?” (p. 400). The purpose of this article was to give information about the use of humor in the classroom and to answer these questions. The authors studied the research in “education, linguistics, and psychology” (p. 400) to answer the questions.
Although the hypothesis was not written as a hypothesis, it was clear that the authors assumed that the use of humor in the classroom would be beneficial to both students and teachers. They also thought that some forms of humor could be easily identified and therefore they could create a profile of humor that could be used in any classroom. This was a directional hypothesis because the authors could use humor in the classroom in any way they wanted to see what would be the most effective.
Research Method Used
The authors clearly stated that research has not been done on the effects of humor in the classroom so they relied on journal articles about humor in general. They took articles from “education, linguistics, and psychology” (p. 400) in order to give them a broader idea of how humor would work in a foreign language classroom. They also went into classrooms and observed how humor was being used and the response that the teacher received from the students.
Subjects Involved
The subjects involved were students and teachers in whole world classrooms. The authors relied heavily on their observations and the body of research that was already presented. The authors did not state how they arrived at the subjects.
Summary of Findings and other Information
The authors set out to find ways to use humor in the foreign language classroom that would benefit all teachers in world language classrooms. They were able to do this. They also found that humor is used in a variety of ways in the classroom and teachers are not using it to its fullest potential. I do think that their findings were valid because they did a lot of research on the topic. I also think that it advanced knowledge because there are only a few studies that talk about humor. This article seemed to give a base of information to begin the process. I did not notice any flaws in the study.
How this Relates to My Research
I am researching the effects of humor in the Spanish language classroom. This article is one that I can use because it speaks about humor in a larger educational setting. I did find one article in the references that might be helpful to my research. It was on humor and irony and how they are communicated in the classroom.
Wagner, M., &amp. Urios-Aparisi, E. (2011). The use of humor in the foreign language classroom: Funny and effective? Humor: International Journal of Humor Research, 24(4), 399-434. doi:10.1515/HUMR.2011.024