29.4987, Calls: Applied Linguistics/Spain

[The LINGUIST List]

LINGUIST List: Vol-29-4987. Sat Dec 15 2018. ISSN: 1069 - 4875.

Subject: 29.4987, Calls: Applied Linguistics/Spain

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Date: Sat, 15 Dec 2018 00:22:49
From: Mar Galindo [Mar.Galindo at ua.es]
Subject: Panel 6 - Humor and Language Learning and Teaching

 
Full Title: Panel 6 - Humor and Language Learning and Teaching 

Date: 23-Oct-2019 - 25-Oct-2019
Location: University of Alicante (San Vicente del Raspeig), Spain 
Contact Person: Mar Galindo
Meeting Email: cihv2019 at gmail.com
Web Site: http://griale.dfelg.ua.es/cihv2019/en/homepage/ 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 31-Jan-2019 

Meeting Description:

(Session of International Conference on Verbal Humor)

Humor studies have explored its role in different contexts, especially at
work. This panel focuses on one of them, which has been under research for
half a century: education (Banas, Dunbar, Rodriguez & Liu, 2011).
Specifically, we analyze the role of humor in the language classroom, from
multiple perspectives (Ziyaeemehr & Kumar, 2014). Humor can appear in the form
of jokes as part of the learning materials (Trachtenberg, 1979; Arroyo, 2000)
or even be used as a teaching tool in the second language classroom (Deneire,
1995; Askildson, 2005; Bell, 2009).

As part of their linguistic and communicative competence, language learners
need to identify and use humor in the second language setting, as stated by
the CEFR. Likewise, humor is often involved in storytelling. Some of the
stories told by L2 users typically refer to misunderstandings and
intercultural encounters which generate comical situations, sometimes
revealing the difficulties that learners face to recognize and appreciate
humor in the L2 (Bell & Attardo, 2010; Chen & Dewaele, 2018), as a pragmatic
competence (Shardakova, 2010; Shively, 2013; Nieto García, 2015).

As a teaching tool, humor favors a good classroom environment, in interaction
with affective factors (Oxford, 1990), by turning negative emotions into
positive ones (Vaid, 2006). Positive psychology studies estimate that a sense
of humor is a virtue and a strength for the learner, as well as a learning
strategy to persevere in language learning (Oxford, 2016). Thus, our panel
analyzes humor from all of these perspectives: as part of a teaching
methodology which promotes communication in the classroom and fosters positive
emotions; as a component of communicative competence subjected to cultural
restrictions; as a pragmatic dimension of the target language; as a principle
to design teaching materials and, finally, as a learning strategy in second
language learning. Therefore, we will accept proposals under (but not limited
to) any of these strands:
 
- Humor competence in the learning of second and foreign languages.
- Humor as a teaching tool in the language classroom.
- Humor and affective factors in language learning.
- Humor in second language teaching materials.
- Linguistic and intercultural misunderstandings in second languages.
- Jokes and joking in the language classroom.


Call for Papers:

For abstract submission, visit the full call for papers:

http://griale.dfelg.ua.es/cihv2019/en/call-for-papers/

Abstract Submission Deadline: 31 January 2019

Homepage:

http://griale.dfelg.ua.es/cihv2019/en/homepage/




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LINGUIST List: Vol-29-4987	
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