Humorous Language Play in a Thai EFL Classroom

Forman, Ross G.

doi:10.1093/applin/amr022

Cited by 79 publications

(48 citation statements)

References 31 publications

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“…Bushnell () summarizes earlier studies and concludes that LP lowers affective barriers, enables learners to memorize discourse patterns, provides learners with opportunities to develop dialogic voices and interlanguage, and calls attention to form through navigating face‐threatening acts and extending multiparty interaction. These observations are reported to be valid in Forman's () study of English learners in Thai university classrooms; and Forman notes the importance of having the teachers take the roles to initiate and incorporate LP to facilitate learning. Bell () proposes that the teaching of humor and of pragmatics is linked, and that this link is especially crucial in spoken interaction.…”

Section: Language Play and Language Learningmentioning

confidence: 76%

Humorous interaction, language learning, and social media

Chik

2019

World Englishes

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The rising popularity of language learning social network websites (LLSNSs) like Duolingo and Hellolingo reconfigures traditional language learning by providing structured learning materials and spaces for social interaction among language learners. The social interactive aspects have been celebrated to be the facilitating reason to advance learning. Many of these LLSNSs also claim to have millions of active users. This is then the first time in the history of language teaching and learning that we witness a massive number of language learners gathering on the same platform for learning and interaction. On many of these LLSNSs, English learning frequently dominates. This study adopts an observational ethnographic approach to collect natural interaction between English learners of different linguistic backgrounds. Based on interaction collected from about 2,000 threads, this paper examines the ways in which learners use multilingual resources to make sense of humorous English sentences. Findings suggest that in addition to translation, learners frequently draw on word play and popular culture on these LLSNSs to illustrate and enhance learning.

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Section: Language Play and Language Learningmentioning

confidence: 76%

Humorous interaction, language learning, and social media

Chik

2019

World Englishes

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“…In the case of Example 6, the instructor had written an example sentence containing the song's title on an overhead transparency, but it is not clear if the instructor had planned to sing the song or to discuss his earlier issues parsing the lyrics with his students. In addition, code switching seems to be a fairly common occurrence in language play (Broner & Tarone, 2001;Cekaite & Aronson, 2005;Forman, 2011;Kim & Kellogg, 2007). Code switching might be an area of language play for language learners in much the same way as word coinage or punning are (Tian and Macaro, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…To date there have been few studies investigating the occurrence and frequency of language play in the L2 classroom produced by the instructor (Forman, 2011). The current study addresses this gap by investigating the frequency and type of language play initiated by a teacher in a university-level Spanish L2 class.…”

Section: Form-focused Instructionmentioning

confidence: 98%

“…For example, Forman (2011), focusing on an EFL instructor in Thailand, found that the instructor both used and encouraged language play in the classroom. Forman concluded that because teachers are in an authoritative role in the classroom, they are able to lead language play events and are in a prime position to utilize language play.…”

Section: Language Playmentioning

confidence: 99%

“…Language play has been viewed from a variety of research traditions, from Bakhtinian perspectives (Forman, 2011) to sociocultural theory (Warner, 2004). However, apart from a small number of studies (e.g., Bell, 2012;Broner & Tarone, 2001), instructed SLA has not paid much attention to humor and language play in the classroom.…”

Section: Form-focused Instructionmentioning

confidence: 99%

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Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

Wang¹

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This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students’ workshop experiences and learning outcomes. Results of the study reveal that the workshop stimulated the students’ metaphorical creativity and expanded their English‐language knowledge. Findings also suggest that the workshop can be further improved in several ways, such as including more diverse topics about language creativity and combining creativity training with textbook content. Overall, this study provides essential insights that can help English teachers design creative thinking activities and integrate them into high school English curricula effectively.

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Humorous Language Play in a Thai EFL Classroom

Cited by 79 publications

References 31 publications

Humorous interaction, language learning, and social media

Humorous interaction, language learning, and social media

The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom

Let's Think Creatively: Designing a High School Lesson on Metaphorical Creativity for English L2 Learners

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