英语毕业论文范例-Humor and English Learning
英语毕业论文范例-Humor and English Learning
Recently, the application of humor in English class becomes more and more popular. It can create a positive classroom mood, break up the communicative barrier between teachers and students and attract students to take part in classroom activities. A sense of humor has become one of the characteristics of an excellent teacher. In this part, the author firstly gives a introduction to Affective Filter Hypothesis, then inquires into relevant theories on mood. The author also analyzes the function of humor in creating positive classroom mood.
The English word “humor” is derived from an ancient Latin word, which means one of certain liquids in the body. According to Oxford Advanced Learner’s English—Chinese Dictionary, humor means : (1) quality of being amusing or comic. (2) ability to appreciate things, situations or people that are comic ; ability to be amused. (3) person’s state of mind ; mood ; temper. (4) any of the four liquids(blood, phlegm, choler, melancholy) in the body that were once thought to determine a person’s mental and physical qualities. From the above definition, we know “humor” has a broad meaning. In this thesis, the author mainly refers to verbal humor. By verbal humor, we mean the humor created by the different components of language, including humorous essay, jocular sketch, joke, irony, sarcasm, wit, bon mot, epigram and pun.
1.1 An Introduction to Affective Filter Hypothesis
The Affective Filter Hypothesis is one of five proposed hypotheses developed by Steven Krashen. It is an explanation of the relationship between affective factors and language learning. The Affective Filter Hypothesis is particularly appealing to teachers because it provides an explanation to why some learners learn and others do not.
The Affective Filter Hypothesis states the relationship between affective variables and the process of second language learning. Affective variables related to success in second language learning may be placed into one of three categories: (a) motivation, (b) self-confidence, and (c) anxiety. Krashen points to the importance of motivation, self-confidence and anxiety. He holds that these factors are more involved in constructing the acquired system than in learning. They are more strongly related to achievement as measured by communicative tests than by formal language tests. He writes:
The Affective Filter Hypothesis captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter - even if they understand the message, the input will not reach that part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike “deeper”. (Krashen 1987：31)
From this hypothesis, Krashen deduces that:
...our pedagogical goals should not only include supplying comprehensible input, but also creating a situation that encourages a low filter ... The input hypothesis and the concept of the Affective Filter define the language teacher in a new way. The effective language teacher is someone who can provide input and help make it comprehensible in a low anxiety situation. (1987：32)
Teachers have long recognized the need for students to have a positive attitude for learning. Krashen(1987) explains that for optimal learning to occur, the affective filter must be weak. A weak affective filter means that a positive attitude towards learning. If the affective filter is strong, the learner will not seek language input, and in turn, not be open for language acquisition. The practical application of the Affective Filter Hypothesis is that teachers must provide a positive atmosphere conducive to language learning. Humor is one method for achieving a weak affective filter and promoting language learning.
1.2 Mood And English Learning
1.2.1 Mood
Psychologist define mood as a state of feeling of varying duration. In fact, mood is a temporary state of mind or feeling at a particular time when one takes on a certain activity（朱纯 1994：341 translated by the author）. Compared to feeling, moods are more transitory and less powerful and thus more manageable. As a kind of emotion, it can regulate and control other mental activities and behaviors. People often cannot be conscious of their own changing mood, as there are many factors which will influence one’s mood, such as their poor state of health, failure in exams and so on. Mood can be positive or negative. Positive moods will help one to work or study more efficiently and effectively while negative moods have bad effects upon one’s health as well as on one’s work and study (Lu 2000: 44; Strongman 1986:405). According to Strongman (1986:205) mood can promote or hinder working memory, reasoning operation and problem solving. The virtue of positive mood is that it can expand our typical ways of thinking and being in the world, pushing us to be more creative, more curious and more connected to others (Fredrickson 1998). Psychologist did some experiments to investigate the influence of moods on memory and thinking. One result of the study was that people recalled a greater percentage of word lists, personal experiences that were affectively congruent with mood they were in during recalling. In these activities, they exhibited mood-state-dependent memory. Another result was that emotion powerfully influenced such cognitive process as free associations, imaginative fantasies, social perceptions, and snap judgments about others’ personalities (e.g., angry people generated angry associates, told hostile stories, and were prone to find fault with others). Therefore, it is essential to learn to develop positive mood and control one’s negative emotions to achieve efficient outcome in learning process. It is known to us that, in the instructional activities, both teaching and learning take place in a certain state of mood engendered by students and teachers. Psychologist made a study of emotion regulation teaching pattern, they suggested that teachers should use flexible methods to induce and adjust students’ emotions in the teaching process to develop students’ eagerness and fondness of study. That is the key to the effective teaching outcome, as cognitive process is always related to emotions involved.