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Most of the time we underrate the humor, ironically, underline it like something little serious, thus make us to relegate it without give it it real status in the discourse. Delia Chiaro and Neal R Norrick express this topic through their book, where they say that humor is a fundamental ingredient of our social behaviour and traditions of humor research exist in modern psychology, anthropology, literary criticism, sociology, medicine and even computer science. “humor in interaction” presents new findings in verbal humor research from conversational and interactional perspective.
They concentrate on the ways humor functions in conversation and base their research on recorded dialogues and other data (e.g. narratives) drawn from talks in different settings. The idea underlying all contributions is that humor is a specific multifunctional mode of discourse. They argue that, because humor constitutes an important part of our everyday interaction, it is promising to apply methods of conversational analysis to humorous communication.
Besides, Linda E. Francis in her work, suggest that humor is a social phenomenon and serves and important purpose in interaction. Linda´s work offers the following definition as an analytical tool: humor as emotion management is an expert cultural performance.
In addition to Duke R. Kelly work, we live in a digital age where on line, electronic relationships are increasing and many students spend an increasing number of hours in front of the computer, video game system or television. these activities, often enjoyed by children, do not readily promote direct human contact even in a school environment, causing a real problem of interaction between the students and teacher and between the students themselves.
Due to this connection between the people in the classroom is important to learning, the tool implemented during this study was the use of humor in the learning environment. To some, the use of humor may seem awkward or even inappropriate in a "serious"learning environment and its implementation may not be easy. This is normal according to Caine and Caine who say, "The dance between letting go of old beliefs and taking on a new way of thinking and perceiving is delicate and complex" (Cain and Cain, 1995, p. 47). this study shows, however, that the use of humor in the classroom, not only benefits the students, but the teacher as well. learning should be, "an enjoyable, challenging, and, yes, entertaining activity just like learning a video game is" (tapscott, 1998, 147).
As a conclusion, I could say that we have an strong tool to make the difference, is true that is a different way to face the classroom problems, but is not a secret that while there is a constat change in the students and classroom ennvironment, we have to find the best way to deal with it.
Besides, Linda E. Francis in her work, suggest that humor is a social phenomenon and serves and important purpose in interaction. Linda´s work offers the following definition as an analytical tool: humor as emotion management is an expert cultural performance.
In addition to Duke R. Kelly work, we live in a digital age where on line, electronic relationships are increasing and many students spend an increasing number of hours in front of the computer, video game system or television. these activities, often enjoyed by children, do not readily promote direct human contact even in a school environment, causing a real problem of interaction between the students and teacher and between the students themselves.
Due to this connection between the people in the classroom is important to learning, the tool implemented during this study was the use of humor in the learning environment. To some, the use of humor may seem awkward or even inappropriate in a "serious"learning environment and its implementation may not be easy. This is normal according to Caine and Caine who say, "The dance between letting go of old beliefs and taking on a new way of thinking and perceiving is delicate and complex" (Cain and Cain, 1995, p. 47). this study shows, however, that the use of humor in the classroom, not only benefits the students, but the teacher as well. learning should be, "an enjoyable, challenging, and, yes, entertaining activity just like learning a video game is" (tapscott, 1998, 147).
As a conclusion, I could say that we have an strong tool to make the difference, is true that is a different way to face the classroom problems, but is not a secret that while there is a constat change in the students and classroom ennvironment, we have to find the best way to deal with it.
Most of the time we underrate the humor, ironically, underline it like something little serious, thus make us to relegate it without give it it real status in the discourse. Delia Chiaro and Neal R Norrick (year?) express this topic through their book, where they say that humor is a fundamental ingredient of our social behaviour and traditions of humor research exist in modern psychology, anthropology, literary criticism, sociology, medicine and even computer science. “humor in interaction” presents new findings in verbal humor research from conversational and interactional perspective.
ReplyDeleteThey concentrate on the ways humor functions in conversation and base their research on recorded dialogues and other data (e.g. narratives) drawn from talks in different settings. The idea underlying all contributions is that humor is a specific multifunctional mode of discourse. They argue that, because humor constitutes an important part of our everyday interaction, it is promising to apply methods of conversational analysis to humorous communication.
Besides, Linda E. Francis in her work (Who is her and what is her work?), suggest that humor is a social phenomenon and serves and important purpose in interaction. Linda´s work offers the following definition as an analytical tool: humor as emotion management is an expert cultural performance.
In addition to Duke R. Kelly work, we live in a digital age where on line, electronic relationships are increasing and many students spend an increasing number of hours in front of the computer, video game system or television. these activities, often enjoyed by children, do not readily promote direct human contact even in a school environment, causing a real problem of interaction between the students and teacher and between the students themselves. (there is not connection with the previous paragraphs.)
Due to this connection (what connection?) between the people in the classroom is important to learning (learn), (This sentence has no link with what you just said about a “connection”) the tool implemented during this (Which study?) study was the use of humor in the learning environment. To some, the use of humor may seem awkward or even inappropriate in a "serious" learning environment and its implementation may not be easy. This is normal according to Caine and Caine who say, "The dance between letting go of old beliefs and taking on a new way of thinking and perceiving is delicate and complex" (Cain and Cain, 1995, p. 47) (This reference is very good). this study shows, however, that the use of humor in the classroom, not only benefits the students, but the teacher as well. learning should be, "an enjoyable, challenging, and, yes, entertaining activity just like learning a video game is" (tapscott, 1998, 147).
As a conclusion, I could say that we have an strong tool to make the difference, is true that is a different way to face the classroom problems, but is not a secret that while there is a constat change in the students and classroom ennvironment, we have to find the best way to deal with it.
I let some comments that you can find in the text. I really find this topic informative and new to my beliefs. I think it is necessary to include an example of a humorous class. What kind of activities can be developed? You need to use more linking words in order to give continuity to the text and pay attention to grammar.
Also, it would be good to include who are you writing to, what is your purpose. this may make a lot more clear the text.
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