Humor and English Learning 英语(毕业论文).docVIP

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 Learners EnglishChinese 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) persons 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 persons 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.1.1An 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 o