The Use of Humourous Texts in Improving ESL Learners’ Vocabulary Comprehension and Retention

Abstract

Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative jokes on ESL learners' word comprehension and retention. The study involved an experiment in which two intact groups of tertiary students attended four reading sessions. In each reading session, before they began reading, the participants were given a vocabulary test (pre-test) to measure vocabulary recognition of the target words. The experimental group was then exposed to short humourous text while the control group was exposed to comparable non-humourous text. After each reading session, the participants were given immediate vocabulary test (post-test 1) to measure vocabulary comprehension. After a week, the participants were given delayed vocabulary test (post-test 2) to measure vocabulary retention. The participants' gain scores were assessed by comparing their post-test 1 to pre-test score. Lastly, the gain scores and scores in delayed vocabulary test of the two groups were compared using t test. The findings of this study indicated that humour could relatively influence word comprehension and retention. One of its implications is for language teachers to include humour in vocabulary teaching and learning.

Tendências Conceituais e Metodológicas Adotadas no Ensino-Aprendizagem de Língua Inglesa através de Histórias em Quadrinhos

“…Conectando conceitos e imagens, como nos quadrinhos, os alunos são capacitados a construir o conhecimento em mais de uma modalidade. Zabidin (2015) desenvolveu sua pesquisa com alunos adultos, na Malásia, com histórico de possuir pouco vocabulário, o que poderia estar relacionado a trabalho insuficiente em sala de aula de input (atividades de leitura e de escuta). De acordo com o autor, as atividades de vocabulário convencionais promovem compreensão imediata de vocabulário, mas não encorajam a sua retenção.…”

Using Cartoon Discussions for Vocabulary Acquisition in English Language Teaching

“…al., 2018Kim & Gilman, 2008Prosic-Santovac, 2017;Cardoso, et. al, 2017;Yip & Kwan, 2006;Zabidin, 2015). As various research reveals, to enhance retention, assigning students duties and asking them to work collaboratively proves to be effective (Dobao, 2015;Mayo & Zeitler, 2017).…”

“…al., 2018;Kim & Gilman, 2008;Prosic-Santovac, 2017;Cardoso, et. al, 2018;Yip and Kwan, 2006;Zabidin, 2015) reveal that such methods prove to be more effective in learning and remembering vocabulary. When students were asked whether they found learning words through cartoon discussions more beneficial or not, most responses were positive stating that this method was more fun and that it was easier to learn and remember words in this way.…”

“…Research has also been carried out to show the effects of multimedia components, video games, interactive games and humorous material on vocabulary acquisition and retention (; Cardoso et. al, 2017;Ebrahimzadeh, 2017;Güven & Bekdaş, 2018;Kim & Gilman, 2008;Prosic-Santovac, 2017;Zabidin, 2015). Results revealed that participants learned better when they were exposed to visuals, they were more successful, and achievement was higher.…”

“…Many techniques and strategies have been used to teach vocabulary to students of English. Among these techniques are the use of games (Yip & Kwan, 2006;Anıl, 2011;;Bakhsh, 2016;Ebrahimzadeh, 2017;Karaaslan, Kılıç, Yalçın & Güllü, 2018, Cardoso, Rueb & Grimshaw, 2017, humourous texts (Zabidin 2015), caricatures (Güven & Bekdaş, 2018) vocabulary cards (Wilkinson, 2017), the use of drama (Kalogirou, Beauchamp & Whyte, 2019), visual aids such as videos (Arıkan & Taraf, 2010;Prosic-Santovac, 2017;Kim & Gilman, 2018), collaborative learning (Dobao, 2014;Mozaffari, 2017, Mayo & Zeitler, 2016 and computer-assisted learning such as online teaching or computer-based texts; Averianova, 2015;Khezrlou, Ellis & Sadeghi, 2017).…”