東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects and perceptions of a humor c...

Petkova, Maria H.

FindBook

Google Book

Amazon

博客來

Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California./
作者:	Petkova, Maria H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	158 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-06(E), Section: A.
Contained By:	Dissertation Abstracts International74-06A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3552234
ISBN:	9781267905680

Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.
Petkova, Maria H.

Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 158 p.

Source: Dissertation Abstracts International, Volume: 74-06(E), Section: A.

Thesis (Ed.D.)--Alliant International University, 2013.

THE PROBLEM. The purpose of this study was to investigate the perceptions of second language learners of English about humor in their native language as compared to perceptions about humor in English, in addition to documenting the effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.

ISBN: 9781267905680Subjects--Topical Terms:

516208
English as a second language.

Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.
LDR:03164nmm a2200325 4500 001 2123927
005 20171009124612.5
008 180830s2013 ||||||||||||||||| ||eng d
020 $a 9781267905680
035 $a (MiAaPQ)AAI3552234
035 $a AAI3552234
040 $a MiAaPQ $c MiAaPQ
100 1 $a Petkova, Maria H. $3 3285879
245 1 0 $a Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-06(E), Section: A.
500 $a Adviser: Kenneth B. Kelch.
502 $a Thesis (Ed.D.)--Alliant International University, 2013.
520 $a THE PROBLEM. The purpose of this study was to investigate the perceptions of second language learners of English about humor in their native language as compared to perceptions about humor in English, in addition to documenting the effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.
520 $a METHOD. A mixed methods study was conducted, combining a quasi-experimental pre-test post-test design with qualitative data collection. Thirty-five advanced learners of English were given eight weeks of humor competence instruction. Before and after the course of humor instruction they responded to a Likert-scale questionnaire about their perceptions of humor in their native language and about humor in English. They also took a pre-test and a post-test of comprehending and producing humor in English, in addition to keeping weekly humor diaries and responding to a final humor program evaluation questionnaire.
520 $a RESULTS. A t-test found a statistically significant difference (95% level of confidence) in students' perceptions about humor in their native language as compared to their perceptions about humor in English, but did not show a significant difference comparing these perceptions before and after the course of instruction. A t-test at the 95% level of confidence also found statistically significant improvement in students' perceptions and comprehension of comedy videos in English after the course of instruction, but could not establish significant differences in students' production of humorous remarks in assigned role-play situations. Qualitative results, however, did show improvements in students' perceptions and production of humor with instruction, as well as positive student evaluations of a humor competence curriculum. Many themes emerged from participants' humor diaries, related to the use of humor in their native cultures and in the US, joking taboos, favorite comedy shows, and strategies for dealing with conversational humor in a second language. In general, the results suggest that humor competence training is needed and can be effective in the second language classroom.
590 $a School code: 1634.
650 4 $a English as a second language. $3 516208
650 4 $a Curriculum development. $3 684418
650 4 $a American studies. $3 2122720
690 $a 0441
690 $a 0727
690 $a 0323
710 2 $a Alliant International University. $b Education. $3 2095428
773 0 $t Dissertation Abstracts International $g 74-06A(E).
790 $a 1634
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3552234