第七章 結論與建議
第三節 未來展望
幽默的運用為華語課堂帶來了繽紛多彩的歡笑，若執行得體能夠加深學習 目標的記憶延宕。本論文盼啟發此領域以下幾點的研究展望：
1. 本研究著重言語幽默題材與其融入中級華語教學的方法，目的在於引起 學習者注意、營造愉悅的課室氣氛，並結合與課程目標相關之語音、詞彙、語 法與文化資訊。對於各種幽默刺激的好笑程度與學習成效之關係並不詳加著墨，
建議有關人士從事此項研究。
2. 本研究未對教師與學習者之幽默風格異同與班級經營關係進行探討，建 議日後可從事教師與學生群體之間幽默風格量分析，進行個體與班級學習風格 和言語幽默題材融入教學呈現學習成效之關係進行比較。
3. 本研究採取溝通式教學法運用在言語幽默題材融入中級華語教學之嘗 試，並以捷克籍華語學習者為例。根據 Deneire（1995）仍有眾多教學法如：肢 體反應法、暗示教學法和全語言教學法等都能搭配言語幽默題材融入外語教學，；
也可針對不同國別和華語程度之學習者進行探討，未來仍有待發展相關研究。
參考文獻
中文部份
中野冴依子(2010)。漫畫在華語教學上的運用-以日本高中生為研究對象。臺北 市：國立臺灣師範大學碩士論文。
方裕民(2011)。幽默設計的認知歷程與失諧實驗。臺北市：國立臺灣科技大學碩 士論文。
王健雅(2010)。八向度幽默風格量表之發展與自尊、人格特質、依附風格之關係 探討。臺北市：國立臺灣師範大學碩士論文（未出版）。
宋如瑜(2008)。華語文教師的專業發展－以個案為基礎的探索。臺北市：秀威資 訊科技。
李軍華(1996)。幽默言語。北京：社會科學文獻出版社。
李菊鳳(2014)。中級華語寫作教材探究： 以應用文求職自傳為例。臺北市：國立臺灣 師範大學碩士論文。
杜雯華(2000)。美籍學生中文閱讀過程的策略研究。臺北市：國立臺灣師範大 學華語文教學研究所碩士論文（未出版）。
邱發忠、陳學志和卓淑玲（2003）。幽默創造訓練之課程設計暨實徵效果評估。
教育心理學報，34，179-198。
李葆衛(2007)。言語幽默本質探析。吉林省：北華大學碩士論文。
林立涓(2006)。日籍學生對中文笑話的辨認與理解。高雄市：國立高雄師範大學碩士 論文。
周健(1999)。字詞中的趣味。北京：新世界出版社。
周健(2009)。漢語課堂教學技巧 325 例。北京：商務印書館。
洪慧如(2003)。中文冷笑話之語言分析。臺北市：國立臺灣師範大學碩士學位論文。
陳巧陵(2007)。當代笑話之研究。臺中市：國立臺中教育大學碩士學位論文。
陳以萱(2013)。以任務式教學法設計中級華語口語交際練習之研究。臺北市：國立臺 灣師範大學碩士論文。
陳望道(1983)。修辭學非凡。上海：復旦大學出版社。
高嵩(2011)。捷克經典－5 星級的捷克文化深度導遊。臺北市：柿子文化。
郭紹虞(1925)。諺語的研究。上海：商務印書館。
郭泰(1990)。幽默的中國人。臺北市：遠流出版社。
郭泰(1994)。幽默一族。臺北市：遠流出版社。
http://mandarin.nccu.edu.tw/data/teacher/書面語教學 1010217-張金蘭.pdf 趙金銘(1987)。諧音與文化。語音教學與研究，1，23-27。
蕭颯、王文欽與徐智策(1999)。幽默心理分析。臺北市：智慧大學。
Askildson, L. (2008). Humor as a pedagogical tool in second language acquisition. Humor as a Pedagogical Strategy, Pokiya, T (Eds.). Dehradun: Icfai University Press.
Attardo, S. & Raskin, V. (1991). Script theory revis(it)ed: Joke similarity and joke representation model. Humor: International Journal of Humor Research, 4(3/4), 293-347.
Attardo, S. (1994). Linguistic theories of humor. Berlin: Mouton de Gruyter.
Attardo, S. (2008). Semantics and pragmatics of humor. Blackwell Language and Linguistics Compass.
Beattie, J. (1776). An essay on laughter and ludicrous composition. Edinburgh:
William Creech. Reprinted: New York: Garland, 1971.
Bell, N. D. (2011). Humor scholarship and TESOL: Applying findings and establishing a research agenda. TESOL Quarterly, 45(1), 134-159.
Bell, N. D. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241-258.
Berk, R. (1998). Professors are from Mars, students are from Snickers. Madison, WI:
Mendota.
Borgia, L., Horack, D. Owles, C. Terrific Teaching Tips. Illinois Reading Council Journal, 33(4),46-49.
Brone, G., Feyaert, K., & Veale, T. (2006). Introduction: Cognitive linguistic approach to humor. Humor, 19(3), 203-228.
Brown, W. & Tomlin, J. (1996). Best and worst university teachers: The opinion of undergraduate students. College Student Journal, 30(1), 431-34.
Brumfit, C. J., and K. Johnson (Eds.) (1979). The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Canale, M., & M. Swain. (1980). Theoretical base of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1): 1-47.
Chee, A. (2006). Humor in TEYL- reducing classroom anxiety. The international Teaching English to Young Learner Journal.
Check, J. (1997). Humor in education. Physical Education, 54(3), 165-167.
Chen, S. Z., Zhan, Y. Z., Ruch, W., Proyer, R. T. & Martin, R. A. (2009). A
Cross-cultural Comparison of the Relationship between Gelotophobia, Gelotophilia and Katagelasticism, and Humor Styles in Taiwan and Switzerland. Oral Symposium presentation at the meeting of International Society for Humor Studies. Long Beach, California State University.
Chlopicki, W. (1987). An application of script theory of semantics to the analysis of selected Polish humorous short stories. M.A. thesis, Purdue University.
Civikly, J. (1986). Humor and the enjoyment of college teaching. New Directions for Teaching and Learning. 26, 61-70.
Cornett, C. E. (1986). Learning through laughter: Humor in the classroom.
Bloomington, IN: Phi Delta Kappa.
Deneire, M. (1995). Humor and foreign language teaching. Humor: International Journal of Humor Research, 8(3), 285-298.
Francis, M. (2012). Using fun to teach rigorous content. Communication in Information Literacy, 6(2), 151-159.
Freud, S. (1960). Jokes and their relation to the unconscious. (Strachey, J. Trans.).
New York: W. W. Norton. (Original work in 1905).
Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha! Heldref Publications, 54(1), 177-180.
Glenn, R. (2002). Brain Research: Practical application for the classroom. Teaching for Excellence 21(6): 1-2.
Golchi, M. M. & Jamali, F. (2011). The effect of teacher’s verbal humor on advanced FEL learner’s classroom anxiety. European Journal of Social Sciences. 26(2), 185-192.
Goldstein & P. E. McGhee (Eds.). The psychology of humor. New York: Academic Press.
Gordon, M. (2011). Learning to laugh at ourselves: Humor, self-transcendence, and the cultivation of moral virtues. Educational Theory, 60(6), 735-749.
Grice, H.P. (1975). Logic and Conversation. In Cole, P. and Morgan, J. (Eds) Syntax and Semantics 3: Speech Acts, 41-58. New York: Academic Press; reprinted in Grice, H. P. 1989b, 22-40.
Haigh, G. (1999). Do smile: But don’t tell too many jokes. Times Educational Supplement, 13.
Halliday, M. A. K. (1970). Language structure and language function. In Lyons (Eds.), New Horizons in Linguistics. Harmondsworth: Penguin. 140-465.
Hativa, N. (2011). Teaching for Effective Learning in Higher Education. Netherlands:
Kluwer Academic Publishers.
Hancock, J.(2011). Brilliant Memory Training: stop worrying about your memory and start using it- to the full! Great Britain: Pearson Education.
Hayes, E.B. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. Mandarin Language Journal, 72(2), 188-195.
Hutcheson, F. (1725). Reflections upon laughter. Dublin Journal.
Hymes, D. (1972). On communicative competence. In J. B. Pride and J. Holmes (Eds.), Socialinguistics. Harmondsworth: Penguin. 269-293.
Kazarian, S. S. & Martin, R. A. (2006). Humor styles, culture-related personality, well-being, and family adjustment among Armenians in Lebanon. Humor:
International Journal of Humor Research, 19, 405– 423.
Kelly, N. & Kelly, B. (1992). Backgrounds, education and teaching styles of
teaching award winning professors. (ERIC Document Reproduction Services No. ED 230 080)
Kher, N., Molstad, S., and Donahue, R. (1999). Using humor in the college
classroom to enhance teaching effectiveness in dread courses. College Student Journal, 33(3), 400-406.
Kilburn, A. J. & Kilburn (2012). Liking the Classroom to the living room: learning through laughter with “the office”. Academy of Education Leadership Journal.
16(2), 21-31.
Korobkin, D. (1989). Humor in the classroom: Considerations and strategies. College Teaching 36, 154-58.
Langevin, R. & Day, H. I. (1972). Psychological correlates of humor. In J. H.
Leacock, S. B. (1937). Humor and humanity. London: Butterworth.
Lei, S.A., Cohen, J. L., & Russler, K. M.(2010). Humor on Learning in the College Classroom: Evaluating Benefits and Drawbacks From Instructor’s Perspectives.
Journal of Instructional Psychology, 37( 4), 326-331.
Long. D. & Graesser, A. (1988). Wit and Humor in discourse processing. Discourse Processes: A Multidisciplinary Journal, 11(2), 35-60.
Lucas, T. (2005). Language awareness and comprehension through puns among ESL learners. Language Awareness, 14(4), 221-238.
Martin, R. A. (2007). The psychology of humor: An integrative approach. Burlington, MA: Academic Press.
Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J. &Weir, K. (2003). Individual differences in uses of humor and their relation to psychological well-being:
Development of the humor styles questionnaire. Journal of Research in personality, 37, 48-75.
Martin, R. A. (2001). Humor, laughter, and physical health: Methodological issues and research findings, Psychological Bulletin, 127(4), 504-519.
Martina. (2013, October 15). Brace yourself- Czech humor is coming [Web blog message]. Retrieved from
http://www.lexiophiles.com/english/brace-yourself-czech-humour-is-coming.
McGhee, P. E. (1979). Humor, its origin and development. San Francisco: W. H.
Freeman.
Morreall, J. (2009). Comic relief: A comprehensive philosophy of humor. New York:
John, Wiley & Sons.
Nash, W. (1985). The language of humor. New York：Longman.
Nazareth, J. (1988). The psychology of military humor. New Delhi: Lonor.
Nerhardt, G. (1970). Humor and inclination to laugh: Emotional reactions to stimuli of different divergence from range of expectancy. Scandinavian Journal of Psychology, 11, 185-195.
Nevo, O., Nevo, B., & Yin, L. L.(1983). What do you do when asked to answer humorously? Journal of Personality and Social Psychology, 44(1), 188-194.
Norrick, N. R. (2003). Issues in conversational joking. Journal of Pragmatics, 35(9),
1333-1359.
Nwokah, E. E., Burnette, S. E. & Graves, K. N. (2013). Joke telling, humor creation, and humor recall in children with and without hearing loss. International Journal of Humor Research. 26(1), 69-96.
Palmer, J. (1987). The logic of the absurd. London: British Film Institute.
Pepicello, W. J. & Weisberg, R. W. (1983). Linguistics and humor. In McGhee &
Goldstein(eds.), 59-83.
Polka, J. P. & Freda, P. (1997). Humor, learning, and socialization in middle level classrooms. Clearing House, 70(4), 176-78.
Powell, J. P., & Andresen, L. W. (1985). Humor and teaching in higher education.
Studies in Higher Education, 10, 79-90.
Raskin, V. (Eds.).(2008). The primer of humor research. Berlin: Mouton de Gruyter.
Raskin, V. (1985). Semantic mechanisms of humor. Dorderecht：D. Reidel.
Richards, J. C., & Rodgers, T. S. Approaches and methods in Language teaching (2nd Eds.). New York: Cambridge University Press.
Rhem, J. (1998). Humor in the classroom. National Teaching and Learning Forum 7 (6): 10-12.
Shade, A. R. (1996). License to Laugh: Humor in the Classroom. Connecticut:
greenwood publishing.
Suls, J. (1972). A two-stage model for the appreciation of jokes and cartoons. In: J. H.
Goldstein & P. E. McGhee (eds.). The Psychology of Humor, 81-100. New York:
Academic Press.
Schimtz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor. 15(1), 89-113.
Summerfelt, Lippman & Hyman Jr. (2010) The Effect of Humor on Memory:
Constrained by the Pun. The Journal of General Psychology, 137 (4), 376-394.
Sweet, M., & Pelton-Sweet, L. M. (2008). The social foundation of team-based learning: Students accountable to students. Team-based Learning: Small Group Leanring’s Next Big Step. (Eds). Michaelsen, L. K., Sweet, M., & Parmelee, D. X. San Francisco, CA: Jossey-Bass.
Tocalli-Beller, A. & Swain, M. (2007). Riddles and puns in the ESL classroom: Adults talk to learn. In A. Mackey (Ed.), Conversational Interaction in second language
acquisition: Empirical studies (pp. 143-167). Oxford, England: Oxford University Press.
Tuncay, H. (2007). Welcome to hell: Humor in English language learning. Retrieved July 20, 2010, from http://www.eric.ed.gov/PDFS/ED499225.pdf
Walker, G. W. (2001). Teacher’s report of how they used humor with students perceived use of such humor. Education, 122(2), 337-347.
Wanzer, M., Frymier, A., Wojtaszczyk, A., & Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communicaiton. Education, 55(2), 178-196.
Weaver II, R., & Contrell, H. (1987). Ten specific techniques for developing humor in the classroom. Education, 55(2), 178-196.
Willman, J.M. (1940). An analysis of humor and laughter. American Journal of Psychology, 53, 70-85.
White, G. W. (2001). Teachers’ report of how they used humor with students perceived use of humor. Education, 122(2), 337-347.
Wilson, C. P. (1979). Jokes: Form, Content, Use and Function. London: Academic Press.
Yaman, D., & Convington, M. (2006). I’ll take learning for 500: Using game shows to engage, motivate, and train. San Francisco, CA: Pfeiffer.
Ziegler, J. (1998). Use of humor in medical teaching. Medical Teacher, 20(4), 341-348.
Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking.
Contemporary Educational Psychology, no. 8:68-75.
Ziv, A. (1984). Personality and sense of humor. New York: Springer.
Ziv, A. (1988). Teaching and learning with humor: Experiment and replication.
Journal of Experimental Education, 57, 5-15 網站、影音資源：
Byrne, R. (2008, December 25). Švejk vs. Schweyk: Encounters with Brecht [ Web blog message]. Retrieved from
http://richbyrne.blogspot.cz/2008/12/vejk-vs-schweyk-encounters-with-brecht.ht ml
Chinese Center of Masaryk University. (2014). Introduction to the Chinese Center.
Retrieved from http://www.phil.muni.cz/wksc/
Faculty of Arts, Charles University, Prague. (2014). [Website]. Retrieved from
http://www.ff.cuni.cz/home/international-mobility/coming-to-prague/prague-czech-rep ublic/
Far East Institute Faculty of Arts of Charles University in Prague. (2014). Sinology Introduction. Retrieved from http://udlv.ff.cuni.cz/cz/china/china.htm#
Foer, Joshua. (2012, May). Feats of memory anyone can do [Video File]. Retrieved from http://www.ted.com/talks/joshua_foer_feats_of_memory_anyone_can_do?language Ministry of Education, Youth and Sports. (2014). Retrieved from http://www.msmt.cz.
Philosophical Faculty of Palacky University. (2014).Chinese Department Introduction.
Retrieved from http://udlv.ff.cuni.cz/cz/china/china.htm#
Seechina. Org. (2010, March 24). Chinese Comedy: Cross Talking with Julien Gaudfroy [Video File]. Retrieved from
https://www.youtube.com/watch?v=kL-MriW6Bjw
附錄一
教師意見訪談「言語幽默題材融入華語教學」
訪問者是否接受錄音? 是 否 欲受訪媒介: 面談 視訊 受訪日期: _____年______月_______日 一、教師資料:
1. 教師姓名: ________ (僅供研究者參考，在論文中將以不同代號表示) 2. 教師國籍: ________
3. 教師教學年資: ________年 4. 目前任教地點: ________
5. 目前敎授科目: ________
二、訪談問題:
1. 您曾在課堂上使用任何形式的幽默嗎? （言語幽默、非言語幽默，即含圖片、
動作、聲音等形式的幽默；或是綜合兩者的幽默）
2. 您認為言語幽默題材對於課堂教學有沒有幫助? 如果有，有哪些幫助?
3. 您曾經在課堂上說過/使用過哪些跟教學內容相關的言語幽默題材（如：一般笑 話、雙關語、有趣故事等等)?
4. 呈上題，如果有，學生反應如何?
5. 您對於言語幽默題材運用在華語教學的看法為何? 有何建議?
附錄二
言語幽默題材融入中級華語教學之學習者意見調查
( Students' Opinion toward the Application of Verbal Humor to the Chinese Teaching) 您好：
這份問卷的目的是想瞭解您對於幽默運用在華語課堂上的態度與意見，本問卷內 容之幽默指任何引人發笑或覺得有意思的刺激。調查結果僅供學術研究參考，請放心 回答，非常感謝您的參與。(The purpose of this questionnaire is to have your opinion toward the humor application in the Chinese as a Second Language Classroom. The definition of humor in this questionnaire refers to any type of stimuli that creates fun or laughter as regard to verbal humor, non-verbal humor, or verbal-nonverbal combined. The questionnaire is for academic research use only. Please feel free to answer the questions.
Thank you! )
一、基本資料(Basic Information) 國籍?
年級?
Grade/Year of the Study
□一年級 (the First Year) Level of Chinese- HSK standard
□入門級 (Beginner): 600-1200 vocabulary words □初級 (Elementary): 400-3000 vocabulary words □中級 (Intermediate): 5000 vocabulary words □高級 (Advanced): 8000 vocabulary words
請問您去過(或正在)中國或臺灣留學嗎？如果是，請問您待了多久？
Have you been to (or are you in) China or Taiwan for Chinese studies? If yes, for how long?
□沒去過 (No)
(Opinion toward Humour Application in Chinese Leanrning)
1. 您的老師曾在華語課堂上運用過任何一種形式的幽默嗎？ (如：中文笑話、好笑圖 片和有意思的影片等)
Has any of your teachers ever applied any type of humor (jokes in Chinese, funny pictures, or interesting film clips in Chinese) in the Chinese classroom?
□是 Yes □否 No
呈上題，如果答案為「是」，您還記得老師所展示的幽默題材或內容嗎？請詳述 If the answer to the above question is "yes", do you still remember what was it about?
Please specify.
2. 您希望您的老師在課堂上運用言語幽默題材來輔助華語課堂教學嗎？
Would you like your teacher apply humorous verbal materials as a supporting tool in the Chinese class?
□是 Yes □否 No
承上題，如果答案為「否」，為什麼？
If the answer to the above question is "No," why? Please specify.
If the answer to the above question is "No," why? Please specify.