Abstract
Besides having significant pedagogical functions, learner‐initiated humorous language play may shed light on learners' linguistic knowledge and development. Hence, through a mixed methods design, this study explored the humorous language play instigated by 86 Iranian EFL learners at elementary, intermediate and advanced level. The quantitative analysis of the learners' humorous interaction revealed several proficiency‐based variations (e.g., higher relevance and wider linguistic coverage of their humor in advanced proficiency). Also, the participants' ‘multicompetence’ and ‘strategic attitude’ emerged as two major themes in the qualitative analysis. Building on linguistic and pedagogical perspective, the findings provide insights into an expanded conceptualization of L2 proficiency and a view of L2 learners as multicompetent communicators. Within the purview of the study's limitations, the paper also suggests directions for further research.
Published Version
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