The use of Humour To Facilitate Learning. The Case of Master one Students of English at khenchela University.

No Thumbnail Available
Journal Title
Journal ISSN
Volume Title
University of ‘Abbes Laghrour’ Khenchela
Abstract In recent years, there has been a growing interest in exploring the role of humor as a facilitator of learning. This study delves into the multifaceted relationship between humor and education, seeking to understand how humor can be effectively utilized to enhance learning outcomes. Drawing upon a synthesis of existing literature and empirical research, this paper provides a comprehensive examination of the theoretical underpinnings, practical implications, and potential benefits associated with integrating humor into educational settings. The theoretical framework encompasses various psychological and educational theories, including incongruity theory, superiority theory, and relief theory, which elucidate the mechanisms through which humor influences cognitive processes, engagement, and information retention. Additionally, socio-cultural perspectives shed light on the cultural nuances and contextual factors that shape individuals' perceptions and responses to humor in learning contexts. Empirical evidence from diverse studies across disciplines, age groups, and educational levels is synthesized to illustrate the wide-ranging effects of humor on learning. Studies have demonstrated that humor can enhance attention, motivation, and participation, leading to increased cognitive flexibility and creativity. Moreover, humor has been found to promote a positive classroom climate, strengthen social bonds, and alleviate stress, thereby fostering an optimal environment for learning. Practical implications for educators are discussed, includingstrategies for incorporating humor into lesson plans, selecting appropriate comedic materials, and navigating potential challenges such as cultural sensitivity and individual differences in humor preferences. Furthermore, considerations for assessing the effectiveness of humor in educational settings are addressed, highlighting the importance of balancing humor with instructional objectives and maintaining sensitivity to students' diversebackgrounds and learning needs. The paper concludes with a reflection on the overarching significance of humor as a pedagogical tool, emphasizing its potential to cultivate a dynamic, engaging, and inclusive learning environment. By embracing humor as a strategic educational resource, educators can unlock new pathways for knowledge acquisition, critical thinking, and personal growth, ultimately enriching the educational experience for learners of all ages and backgrounds.