Humor in the classroom

2020 ◽  
pp. 367-380
Author(s):  
Salvatore Attardo
Keyword(s):  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching Experience ◽  
Classroom Performance ◽  
Actual Performance ◽  
Classroom Discourse Analysis ◽  
Learning Retention ◽  
Classroom Activities

The chapter considers research on the effectiveness of humor to improve classroom performance. Humor is found to improve the perception of the teaching experience but not the actual performance of the students (learning, retention). Classroom discourse analysis is also examined, in particular the amount and distribution of humor in lectures and classroom activities.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

Many lessons from a school: What classroom discourse analysis reveals

2010 ◽  
Vol 44 (1) ◽  
pp. 55-63 ◽  
Author(s):  
Jane Zuengler
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Low Income ◽  
Classroom Discourse ◽  
Culturally Diverse ◽  
Research Study ◽  
Research Process ◽  
Theoretical Frameworks ◽  
Student Body ◽  
Classroom Discourse Analysis

In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled ‘low income’. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomena. Additionally, my survey of the research reveals that theoretical frameworks shape the research process and, ultimately, what we learn about classroom discourse.

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