StatusThe thesis was presented on the 10 April, 2008
Approved by NCAA on the 19 June, 2008
Abstract– 0.36 Mb / in romanian
– 0.41 Mb / in russian
ThesisCZU 37.016: 811.111(043.3)
1.19 Mb /
The present research describes the didactic essence and the structure of methodological fundamentals of humor application are studied; humor functions and its pedagogical potential in the educational and teaching process are singled out; the possibility to develop the sense of humor in future English language teachers is well grounded.
Humor is considered by the author as a pedagogical means, based on the awareness of the participants of teaching-learning communication of different kinds of comic contradiction (between the form and the content, between the visible and the real, etc), which provides the effectiveness of the learning process.
In this research, humor is studied as a component of the future teacher’s individual style and as a pedagogical tool, based on didactic technologies and connected with a comic effect. At the lessons of the English language, humor is implemented at both content and verbal levels of the comic. The content level is supposed to realize humor through various forms of learning activities, their situational aspect. The realization of humor at the verbal level is founded on the application of the linguistic forms of the comic (anecdotes, neologisms, puns, limericks, homonyms, homophones, personification, epigrams, epitaphs, etc.).
In the course of the experimental study the author has worked out the model of English teachers’ training by means of a special workshop Laugh and Learn: ‘Funny Teacher’ Skills and a specialized course English through Humor. The approbation of the model offered by the author was held during the period of students’ teaching practice from the Teacher-Training University “Ion Creangă”. The model, its efficiency and the possibility to use it successfully in the process of English teacher training have been proved in the thesis.