Unit:
Κατεύθυνση Διδασκαλία της Ελληνικής ως Δεύτερης / Ξένης ΓλώσσαςLibrary of the School of Philosophy
Supervisors info:
Σπυριδούλα Μπέλλα, Καθηγήτρια, Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αμαλία Μόζερ, Καθηγήτρια, Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αθανάσιος Μιχάλης, Επίκουρος Καθηγητής, Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Γελώντας στην τάξη: Το χιούμορ στη διδασκαλία της ελληνικής ως δεύτερης γλώσσας
Translated title:
Laughing in the classroom: Humor in the instruction of Greek as a second language
Summary:
The aim of this dissertation is to discuss the contribution of humor in the classroom of Greek as a Second Language focusing on the development of the students' humoristic competence. Drawing data from classrooms of four proficiency levels it attempts a qualitative description of humor occurrence in the classroom, its types and agents of its production (students or teachers) with implications for power distribution. The results suggest that humor occurs incidentally at high frequency, at all proficiency levels, distributed almost equally among teachers and students. Teasing produced by teachers and retorts uttered by students are dominant humor categories at all levels. It is also notable that refugees, despite their scarce contact with native speakers, outperform the instructors' humoristic production and make use of Greek cultural norms. Lastly, it is recommended that humor is integrated in the curriculum as a concrete pragmatic unit or partially incorporated to activities when suitable.
Main subject category:
Language – Literature
Keywords:
humor, humor categories, humoristic competence, L2, Greek
