The use of Humour To Facilitate Learning. The Case of Master one Students of English at khenchela University.
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Date
2024
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University of ‘Abbes Laghrour’ Khenchela
Abstract
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.