Abstract
Language learners need to feel secure and to be free of stress so they can focus on language tasks (Ellis, 1994). A language teacher should use different tools to encourage students and make them involved in learning process. Humor and song are effective tools, as they develop creativity and make the class environment an appropriate setting for language learning. This paper examines the effects that humorous songs may have on listening comprehension and on immediate and delayed recall by a group of EFL learners. To achieve this aim, an experimental research study was conducted in Iranian English Institutes. A pre-post design was applied to explore whether humorous songs could enhance listening comprehension in EFL learners. The findings show that the experimental group outperformed the control group in a listening comprehension test, but humorous songs' effect does not make much difference between immediate and delayed recall test scores.
Highlights
With the decline of the dominance of structural syllabi in EFL classrooms, humor was implicitly reintroduced alongside a new emphasis on its authentic, relaxed and creative effects in language learning (Byrant, Comisky & Zillman, 1979; Zillman and Byrant,1983)
Regarding the points mentioned above, the present study aims to find the answer to the following questions: 1. Does applying humorous song in EFL classrooms improve learners' listening comprehension?
The result section presented in two parts; the first part deals with the analysis of control and experimental groups and the second one, which is an intra-group analysis, is the statistical analysis of experimental group
Summary
With the decline of the dominance of structural syllabi in EFL classrooms, humor was implicitly reintroduced alongside a new emphasis on its authentic, relaxed and creative effects in language learning (Byrant, Comisky & Zillman, 1979; Zillman and Byrant,1983). Girdfanny (2004) advises teachers to use humor in language classrooms because when they use it, the students pay more attention in order to not miss any of the jokes or witticisms. Humor can have positive effects on students in communication classrooms where the accent is on verbal authentic communication, participation and interaction (Provine, 2000). The first effect is the one like humor, as a tool to release the tension and anxiety caused by the process of language learning (Langfit, 1994). Research on the use of humor and song as a pedagogical tool in the foreign language classroom has been rare. 2. Does applying humorous song in EFL classrooms have a greater effect on the learners' immediate recall compared to their delayed recall?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
