Abstract:

Humor is probably one of the few features applicable to virtually all people in the world, but the perception and appreciation of humor can be circumstantial and culture-dependent. Although the potential role of humor in language classrooms has been the topic of research over the last years, limited research has been conducted on cross-cultural variability in humor perception and appreciation. The current study, seeking to address this gap, was conducted with a multicultural group of English language learners (ELLs). One hundred and six ELLs consisting of three main groups (i.e., Turkish, Asian and European) took part in this study. After completing a language background questionnaire, participants rated 6 humorous scenarios and then completed a 25-item humor perception questionnaire. Further, participants answered three open-ended questions at the end of the questionnaire. The results indicated that learners generally assigned more positive scores to universal jokes when compared to linguistic and cultural jokes. As for the perception of humor use in English classrooms, Asian group held slightly less positive attitudes towards the use of humor whereas Turkish group was the one most interested in the employment of humor. In addition, the results indicated that humor was linked to several benefits such as lowering affective barriers to English language learning, increasing ELLs’ attentiveness in the classroom and improving teacher-student rapport.

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