Research On Application Of Humor In Middle School English Class

In contemporary English class, English teachers seldom apply humor to English classbecause of the pressure upon enrollment and the complexity of teaching tasks. However,appropriate application of humor can contribute to the improvement of the relationshipbetween students and teachers, stimulate the interest in learning English, enhance themotivation, allay tiredness and cultivate individual’s optimistic outlook on life and capacity ofcreativity with the usage of proper principles and methods. By this means can we achieve theeffect of harmony and unity in English class, the atmosphere will not be so pale andmonotonous any more. Concerning the current situation that the relationship between teachinghumor and actual English teaching is disjointed, more attention should be paid and relevantintrospection should be attached to educators. And also the reformation on middle schoolEnglish is around the corner.Now, scholars from many fields have already analyzed the formation and characteristicsof humor, such as: pedagogy, psychology and linguistics. And in recent years, there have beenmany new fresh fields to study humor, culture and rhetoric view are popular compared withothers. But most of these studies only relate humor to its formation and characteristic ratherthan the explorations on use of humor in FLT and available effects on SLA. Thus, thesignificance of this study not only consists of theoretical perspective, but also the empiricalperspective.The selected topic puts the emphasis on the application and influence humor hason middle English class as mentioned above, most important, the writer will attempt toexplore how the applications works through the affective filter theory by Krashen. To be morespecific, humor helps to reduce foreign language anxiety; enhance learning motivation anddevelop learners’ self-esteem. Finally, the writer draws a conclusion that English teaching and learning had better workin a humorous context. Large mounts of emphasis have paid their attention to the affectivefactors of English learning and teaching. There is no doubt that it can stimulate students’learning motivation and positive emotional factors in a humorous context.