基于授课内容的教师幽默话语研究

摘要/Abstract

摘要： 基于授课内容的教师幽默话语(CRHID)指的是教师在课堂上为组织和从事教学所使用、与授课内容相关、能够令学生感知到有趣、滑稽、逗乐的话语。国外研究表明,它是一种可以构建快乐课堂气氛、促进知识学习的有效教学工具,也是教师发展的一个重要方面。而此类研究在国内仍然是凤毛麟角,其教学意义未被重视。文章对CRHID的相关概念、运行机制、类型及功能等方面进行了探讨,并针对其在外语教学中的使用提出了初步的看法,认为有必要将即兴、随意的幽默行为变为有计划、有针对性的系统行为。为此,文章重点对CRHID的使用频次、具体内容构建、课堂使用应注意的问题以及使用效果巩固四个方面进行了论述,并对未来的研究方向做出了展望。

关键词: 授课内容, 幽默, 教师话语, 外语教学

Abstract: Trans-national literature, which depicts Culture B in Language A, is a special type of literary works that emerges in great number with globalization. Translating these works into Language B and bringing them back into Culture B, is a special translation phenomenon—cultural back-translation. Taking the Chinese translations of Pearl Buck's China novel The Good Earth as a case study, this paper makes comprehensive exploration of cultural back-translation. The author believes that the study of cultural back-translation should center on dual contextualization, “Self-Other” relation and intertextual construction of Self image.

中图分类号:

H319

潘小波. 基于授课内容的教师幽默话语研究[J]. 当代外语研究, 2013, 13(08): 40-45.

PAN Xiaobo. A Study of Content-related Humorous Instructor Discourse[J]. Contemporary Foreign Languages Studies, 2013, 13(08): 40-45.

参考文献

Askildson, L. 2005. Effects of humor in the language Classroom: Humor as a pedagogical tool in theory and practice [J]. SLAT 12: 45-61.
Banas, J. A., N. Dunbar, D. Rodriguez, & shr-Jie Liu. 2011. A review of humor in educational settings: Four decades of research [J]. Communication Education 60: 115-144.
Bell, N.D. 2009. Learning about and through humor in the second language classroom [J]. Language Teaching Research 13: 241-58.
Benjelloun, H. 2009. An empirical investigation of the use of humor in university classrooms [J]. Education, Business and Society: Contemporary Middle Eastern Issues 2(4): 312-22.
Berk, R. A. 1996. Student ratings of 10 strategies for using humor in college teaching [J]. Journal on Excellence in College Teaching 7(3): 71-92.
Berk, R. A. 1998. Professors are from mars, students are from snickers [M]. Madison, WI: Mendota Press.
Booth-Butterfield, S. & M. Booth-Butterfield. 1991. Individual differences in the communication of humorous message [J]. Southern Communication Journal 56: 205-17.
Bryant J., P. Comisky & D. Zillmann. 1979. Teachers' humor in the college classroom [J]. Communication Education 28: 110-18.
Burgess R. 2000. Laughing Lessons: 149 2/3 Ways to Make Teaching and learning Fun [M]. Minneapolis, MN: Free Spirit Publishing.
Deiter, R. 2000. The use of humor as a teaching tool in the college classroom [J]. NACTA Journal 6: 20-28.
Deneire, M. 1995. Humor and foreign language teaching [J]. Humor 8: 285-98.
Downs, V. C., M. M. Javidi & J.F. Nussbaum. 1988. An analysis of teachers' verbal communication within the college classroom: Use of humor, self-disclosure, and narratives [J]. Communication Education 37: 127-1.
Frymier, A. B., M. B. Wanzer & A. M. Wajtaszczyk. 2008. Assessing students' perceptions of inappropriate and appropriate teacher humor [J]. Communication Education 57: 266-88.
Gorham, J. & D. M. Christophel .1990. The relationship of teachers' use of humor in the classroom to immediacy and student learning [J]. Communication Education 39: 46-62.
Harran, J. T. 2007. A Study of Teachers Behaviors [EB/OL]. [2012-2-15]. HIDp:∥ir.lib.oita-u.ac.jp/dspace/bitstream/10559/7111/1/kenkyu-ronbun4.pdf.
Hill, D. 1988. Humor in the Classroom: A Handbook for Teachers (and Other Entertainers!) [M]. Springfield, IL: Thomas Books.
Javidi, M., Downs, V. C. & J. F. Nussbaum. 1988. A comparative analysis of teachers' use of dramatic style behaviors at higher and secondary educational levels [J]. Communication Education 37: 278-88.
Javidi M.N. & L.W. Long. 1989. Teachers' use of humor, self-disclosure, and narrative activity as a function of experience [J]. Communications Research Reports 6: 47-52.
Kaplan, R. M. & G. C. Pascoe. 1977. Humorous lectures and humorous examples: Some effects upon comprehension and retention [J]. Journal of Educational Psychology 69: 61-65.
Loomans, D. & K. Kolberg. 1993. The Laughing Classroom: Everyone's Guide to Teaching with Humor and Play [M]. Tiburon, CA: H. J. Kramer.
Lundberg, E. M. & T. C. Miller. 2002. If They're Laughing, They Just Might be Listening: Ideas for Using Humor Effectively in the Classroom—Even if You're Not Funny Yourself (3rd ed) [M]. Fort Collins, CO: Cottonwood Press.
Powell, J. P. & L. W. Andersen. 1985. Humor and teaching in higher education [J]. Studies in Higher Education 10: 79-90.
Terry, R. L. & Woods M. E. 1975. Effects of humor on the test performance of elementary school children [J]. Psychology in the Schools 12: 182-85.
Wanzer, M. 2002. Use of humor in the classroom: The Good, the Bad, and the Not-So-Funny things that teachers say and do [A]. In Chesebro, Joseph L., McCroskey, James C. (eds.). Communication for Teachers [C]. Massachusetts: Allyn & Bacon. 116-25.
Wanzer, M. B., A. B. Frymier, A. M. Wojtaszczyk & T. Smith. 2006. Appropriate and inappropriateuses of humor by teachers [J]. Communication Education 55: 178-96.
M. B., Wanzer, A. B. Frymier & J. Irwin .2010. An explanation of the relationship between instruction humor and student learning: Instructional humor processing theory [J]. Communication Education 59: 1-18.
Ziv, A. 1988. Teaching and learning with humor: Experiment and replication [J]. Journal of Experimental Education 57: 5-15.
莫爱屏、潘小波.2013.国外教师幽默话语研究——回顾与展望[J].外语研究(1):70-75.
潘小波.2010.“教师风趣言谈模因”的制作策略研究[J].湖北函授大学学报(1):68-69.

[1]	徐斌. 高校外语课程思政中的国家意识培育[J]. 当代外语研究, 2021, 454(4): 35-41.
[2]	黄立鹤. 多模态范式与后疫情时代的外语教学[J]. 当代外语研究, 2021, 451(1): 75-85.
[3]	姚剑鹏. 学习者会话自我修补与外语有效教学[J]. 当代外语研究, 2020, 450(6): 79-88.
[4]	曲卫国. 中国特色学术能走向世界吗?[J]. 当代外语研究, 2020, 448(4): 13-26.
[5]	王卓. 高校外国文学“课程思政”的内涵与外延[J]. 当代外语研究, 2020, 448(4): 66-72.
[6]	张蔚磊, 宋秋逸, 魏冬亮. 《世界各种语言教学实用指南》与我国各学段英语教学实用指南开发[J]. 当代外语研究, 2019, 19(06): 11-25.
[7]	蔡基刚. 外语教学、二语教学、国际通用语教学？关于英语教学“一条龙”外语教育模式[J]. 当代外语研究, 2019, 19(04): 70-77.
[8]	俞理明. “大学英语”不是“公共英语”的另一种说法——对全球化语境下的大学英语教学的一点思考[J]. 当代外语研究, 2019, 19(02): 5-7.
[9]	蔡基刚. 英语高考和量表等级考试对新时代外语教学的影响[J]. 当代外语研究, 2019, 19(01): 17-22.
[10]	甄凤超. 语料库语言学在变化中的坚守[J]. 当代外语研究, 2018, 18(05): 73-80.
[11]	赵玉倩, 杨明星. 外交幽默语的修辞原理与话语功能[J]. 当代外语研究, 2018, 18(05): 81-87.
[12]	文旭;. 我对外语教育的几点看法[J]. 当代外语研究, 2018, 18(04): 9-10.
[13]	张建华. 赋码语料库管理工具ChaKi在外语教学研究中的应用[J]. 当代外语研究, 2018, 18(01): 42-48.
[14]	王晓璐, 杨连瑞, 闫海娟. 动态系统论视角下的二语学习定向动机流研究[J]. 当代外语研究, 2017, 17(04): 49-54.
[15]	曲卫国, 陈流芳. 后现代知识批判的悖论:谈谈系统知识与思辨之关系[J]. 当代外语研究, 2017, 17(03): 15-19.