Representing, Detecting, and Translating Humour in the Brain

Hofmann, Jennifer; Rodden, Frank A.

doi:10.1002/9781119387725.ch16

Cited by 6 publications

(3 citation statements)

References 96 publications

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“…This is not to say that such correlational data is not relevant or important. Only that we must be extremely cautious about what can, and about what cannot, be inferred from such information  For examples of just such studies, see Derks et al 1997;Ozawa et al 2000;Coulson and Kutas 2001;Iwase et al 2002;Mobbs 2003;Moran et al 2004;Watson, Matthews and Allman 2007;McGettigan et al 2015;Chen et al 2017;Chan et al 2018;Hofmann and Rodden 2019. alone. And the temptation to infer more than is warranted from these studies has been a serious obstacle to progress.…”

Section: What's So Funny About Studying Humormentioning

confidence: 99%

When No Laughing Matter Is No Laughing Matter: The Challenges in Developing a Cognitive Theory of Humor

Hochstein

2021

The Philosophy of Humor Yearbook

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This paper explores the current obstacles that a cognitive theory of humor faces. More specifically, I argue that the nebulous and ill-defined nature of humor makes it difficult to tell what counts as clear instances of, and deficits in, the phenomenon.Without getting clear on this, we cannot identify the underlying cognitive mechanisms responsible for humor. Moreover, being too quick to draw generalizations regarding the ubiquity of humor, or its uniqueness to humans, without substantially clarifying the phenomenon and its occurrences is not only unwise but can actually be a detriment to our study of humor. As such, these sorts of claims must be resisted. I conclude the paper by pointing the way forward to addressing these obstacles.

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Section: What's So Funny About Studying Humormentioning

confidence: 99%

When No Laughing Matter Is No Laughing Matter: The Challenges in Developing a Cognitive Theory of Humor

Hochstein

2021

The Philosophy of Humor Yearbook

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“…Studies that investigate CS for humorous purposes made a unanimous assumption that switching for humor has not been basically driven by pragmatic reasons (see, for example, Gardner-Chloros & Finnis, 2003;Hofmann & Rodden, 2019;Jaworska, 2014;Lin, 2013;Salem, 2015;Siegel, 1995). These studies, among others, pinpoint that CS is a conscious, purposeful bilingual practice that aims to create a humorous effect.…”

Section: Approaches To Humor and Csmentioning

confidence: 99%

Humor and the Creative Use of English Expressions in the Speech of University Students: A Case From Jordan

2020

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The present study examines the use of English lexical insertions to create humor by Jordanian university students. The data of the study are collected from spontaneous tape-recorded conversations from 62 participants of both males and females, representing different age groups (from 18–23 years old) and belonging to different specializations (e.g., engineering, pharmacy, mathematics, business, and English). The recorded conversations are qualitatively analyzed applying Auer’s sequential approach to code-switching to attain a local interpretation of lexical insertions for humor effect from English into Jordanian Arabic (JA). The findings of the study reveal that Jordanian university students exploit their bilingual repertoire to create humor by playfully and innovatively switching to English. This is shown to take place by unexpected switching points, a switching that flouts Arabic syntactic constraints, a violation of code-switching constraints, incongruity and incompatibility of translating Arabic culture-bound expressions to English, and imposing Arabic word formation templates to English insertions. Specifically, five patterns of code-switching of humor are found, namely, switching around the interrogative, playful affixation, phonological playfulness, haphazard calquing, and the imposition of Arabic morphological rules on English lexical insertions. The study argues that humorous insertions are in fact a marker of solidarity and an in-group membership. Humorous insertions are also shown not to contribute to the content of the message or the pragmatic meaning. Bilingual university students (of Arabic and English) purposefully make use of an additional linguistic resource to mock certain propositions.

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“…Regarding this issue, integrating humor in L2 classrooms in rural schools is expected to be a new solution for the learners to increase their motivation and interest in learning English. As noted, humor is a natural use of the English language, which requires L2 teachers to create it as native-like phrases and sentences (Hofmann & Rodden, 2019). Even though humor has not been widely developed as a proper strategy for L2 teaching and learning (Martin & Ford, 2018), its integration into the classrooms can help L2 teachers and learners configure every use and usage of L2 in different ways.…”

Section: Introductionmentioning

confidence: 99%

Humor Effectiveness in L2 Classrooms: The Case of Rural School EFL Students

Mudra

2024

SALEE

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This study aimed to measure types, levels, and perceptions towards the application of humor as a supporting material in EFL classrooms. One hundred and thirteen rural school EFL students were involved as the participants of this mixed-methods study. As for quantitative results, humor was revealed to have positive influence on EFL students’ learning development by facilitating the lesson and encouraging learning enthusiasm. Although some aspects of L2 humor were not believed to be helpful, other aspects such as modelling English use and usage and authentic materials proved that such L2 humor was advantageous. Meanwhile, interview results showed that L2 humor was considered paramount that it helped to progress English learning, improve learning strategies, and increase motivation. The combination between both results prove that L2 humor is not only entertaining, but also prospective for those who expect a more realistic or knowledgeable material that does not cause stress or anxiety in learning English, particularly in a rural context. In addition, this study was limited on quantitative and qualitative perceptions, but it did not attempt to implement L2 humor through an action research.

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Representing, Detecting, and Translating Humour in the Brain

Cited by 6 publications

References 96 publications

When No Laughing Matter Is No Laughing Matter: The Challenges in Developing a Cognitive Theory of Humor

When No Laughing Matter Is No Laughing Matter: The Challenges in Developing a Cognitive Theory of Humor

Humor and the Creative Use of English Expressions in the Speech of University Students: A Case From Jordan

Humor Effectiveness in L2 Classrooms: The Case of Rural School EFL Students

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