Exploring EFL Teachers' and Learners' Perception of L2 Humor: A Case Study of Iranian English Language Institutes

Abstract

The present paper deals with the perception of Iranian EFL teachers and learners in using humor in language classrooms. To this end, 10 English classes with a population of 70 female and male students and 5 male and female teachers in English language institutes in Esfahan were observed during spring and summer 2019. Using an ethnographic approach, the data were collected through observation and interview. The results showed that both teachers and learners had a positive attitude towards the use of L2 humor in the classroom. Language learners reasoned that having a sense of humor is one of the important qualities a language teacher should possess. The teachers and language learners acknowledged the positive effects of humor such as reducing the distance between teachers and learners, lowering learners' anxiety, boosting learners' retention of the lesson, as well as increasing their concentration and motivation. Moreover, language learners showed a preference for the use L2 humor, course-related humor, and L1 norm-oriented types of humor in their classroom.

Examining teachers’ readiness and perception on distance EFL learning in Taiwanese secondary education

“…Over time, scholars have dedicated their efforts to studying EFL teachers' perceptions regarding various aspects of teaching resources and tools, instructional strategies, and learning assessment within the unique context of remote instruction. Comparisons of these perceptions with those of EFL students have revealed differences in how teachers and students perceive distance learning (Farnia & Mohammadi, 2021). This discrepancy is particularly evident in the diversification of resources, the variety of activities, and the encouragement of participatory learning activities and projects (Silva & Sousa, 2020).…”

Communicating with Humor: Poetic Exchanges in the L2 Classroom

“…Humor is known to reduce classroom anxiety, promote classroom attendance, increase mental sharpness, and improve faculty performance in language classrooms (Farnia & Mohammadi, 2021;Seidman, 2016). Hempelmann (2016, p. 50) goes even further and states that humor plays a vital role in providing "students with intrinsic motivation, insight into the workings of language, and a window into human interaction in general."…”