2011
DOI: 10.4304/tpls.1.6.652-661
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Using Humorous Texts in Improving Reading Comprehension of EFL Learners

Abstract: Abstract-The present paper investigates the effect(s) of humorous texts on reading comprehension of EFL students. For this purpose, forty students, randomly divided into two groups (n=20), were invited to attend the reading sessions. The humorous group comprised the participants who read the reading texts preceded by a joke, and the non-humorous group consisted of students who studied the same reading text without a joke. The findings with respect to the t-test which compared the scores of recall tests of both… Show more

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Cited by 7 publications
(7 citation statements)
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“…It has recently been recommended as not only a good way to aid communicative language learning, but also for different areas of language learning such as singing songs (Rafiee, Kassaian and Dastjerdi 2010) orteaching reading (Hayati, Shooshtari and Shakeri 2011). A brief summary of what the main benefits of humorfor communicative language classroom students are thought to be are: Upon viewing the above benefits of humor to learning, teachers could be forgiven for believing that humor should be heavily incorporated into classes to improve learning.…”
Section: Proposed Benefits Of Humor-usagementioning
confidence: 99%
“…It has recently been recommended as not only a good way to aid communicative language learning, but also for different areas of language learning such as singing songs (Rafiee, Kassaian and Dastjerdi 2010) orteaching reading (Hayati, Shooshtari and Shakeri 2011). A brief summary of what the main benefits of humorfor communicative language classroom students are thought to be are: Upon viewing the above benefits of humor to learning, teachers could be forgiven for believing that humor should be heavily incorporated into classes to improve learning.…”
Section: Proposed Benefits Of Humor-usagementioning
confidence: 99%
“…It is not sufficient to look at the positive effect of humor on recalling some isolated words or sentences without considering a specific context or genre pedagogy. However, when we want to learn more about processes and mechanisms that may help to explain the effects of humor on recall and comprehension of any given texts, then it is essential to use specific genre measures and to examine memory and comprehension processes in a specific situation, and to choose a definite subcategory of humorous text type (Hayati, & Shooshtari, & Shakeri 2011). Therefore, it can be recommended to add humorous text to the instructional materials in many EFL context where the texts are strict and non-demanding.…”
Section: Discussionmentioning
confidence: 99%
“…When one is confronted with humour, he or she has to solve the incongruity involved in order to understand humour. Resolving incongruity inevitably introduces a cognitive challenge to the readers, thus, triggers interest, motivation and attention as well as influences memory performance (Hayati, Shooshtari, & Shakeri, 2011). Another probable explanation is reading materials affect attitude towards reading (Merisuo-storm, 2006) and readers' emotion while reading.…”
Section: Discussionmentioning
confidence: 99%
“…Another probable explanation is reading materials affect attitude towards reading (Merisuo-storm, 2006) and readers' emotion while reading. Reading humourous materials engages emotion that makes remembering materials read more accurate and long lasting (Hayati, Shooshtari, & Shakeri, 2011).…”
Section: Discussionmentioning
confidence: 99%