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Formation of the English Sociocultural Competence by Means of Humorous Texts
| дипломные работы, Английский язык Объем работы: 57 стр. Год сдачи: 2011 Стоимость: 1000 руб. Просмотров: 957 | Не подходит работа? |
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CONTENTS
LIST OF ABBREVIATIONS…….………………………………………………3
INTRODUCTION………………………………..……………………………….4
CHAPTER I. SOCIOCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHING…………………………………..…..7
1.1. Different Views on Sociocultural Competence as a Controversial Issue of Methods in EFL Teaching...................7
1.2. The Components of Sociocultural Competence…………….12
1.2.1. Social Contextual Factors…………………………....14
1.2.2. Stylistic Appropriateness Factors………………….…16
1.2.3. Cultural Factors………………………………………18
1.2.4. Non-Verbal Communication…………………………19
CHAPTER II. HUMOUR AS A PEDAGOGICAL TOOL IN CLASSROOM TEACHING…………………………………………….……….21
2.1. Psychological and Physiological Effect of Humour...…...….21
2.2. Advantages of Using Humour in Language Teaching………23
CHAPTER III. HUMOROUS TEXTS AS A MEANS OF FORMING ENGLISH SOCIOCULTURAL COMPETENCE……...……29
3.1. The Taxonomy of English Humorous Discourse………..….29
3.2. The Classification of the Humorous Texts according to the Type of the Sociocultural Context ………...……………….32
3.3. The Introduction of Нumоrоus Texts at Different Levels of Forming English Sociocultural Competence……………….36
3.3.1. Sociocultural humour at the elementary level……….37
3.3.2. Sociocultural humour at the intermediate level……...38
3.3.3. The advanced level…………………………………..40
3.4. The Methods of Using Humorous Texts in Forming English Sociocultural Competence…………..…………………….41
3.4.1. “Jokercises”: Activities with Jokes…………………..42
CONCLUSION…………………………………………………………………. 49
LITERATURE…………………………………………………………………...
LIST OF ABBREVIATIONS…….………………………………………………3
INTRODUCTION………………………………..……………………………….4
CHAPTER I. SOCIOCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHING…………………………………..…..7
1.1. Different Views on Sociocultural Competence as a Controversial Issue of Methods in EFL Teaching...................7
1.2. The Components of Sociocultural Competence…………….12
1.2.1. Social Contextual Factors…………………………....14
1.2.2. Stylistic Appropriateness Factors………………….…16
1.2.3. Cultural Factors………………………………………18
1.2.4. Non-Verbal Communication…………………………19
CHAPTER II. HUMOUR AS A PEDAGOGICAL TOOL IN CLASSROOM TEACHING…………………………………………….……….21
2.1. Psychological and Physiological Effect of Humour...…...….21
2.2. Advantages of Using Humour in Language Teaching………23
CHAPTER III. HUMOROUS TEXTS AS A MEANS OF FORMING ENGLISH SOCIOCULTURAL COMPETENCE……...……29
3.1. The Taxonomy of English Humorous Discourse………..….29
3.2. The Classification of the Humorous Texts according to the Type of the Sociocultural Context ………...……………….32
3.3. The Introduction of Нumоrоus Texts at Different Levels of Forming English Sociocultural Competence……………….36
3.3.1. Sociocultural humour at the elementary level……….37
3.3.2. Sociocultural humour at the intermediate level……...38
3.3.3. The advanced level…………………………………..40
3.4. The Methods of Using Humorous Texts in Forming English Sociocultural Competence…………..…………………….41
3.4.1. “Jokercises”: Activities with Jokes…………………..42
CONCLUSION…………………………………………………………………. 49
LITERATURE…………………………………………………………………...
Language is so central to humour that it is often taken for granted that the word "humour" refers to humour effected at least in part through language. Types of humour that do not involve language are qualified appropriately - "physical" humour, "musical" humour, and so on. Not only humour is often based on language, but humour is a large part of what language is used for. Humorous utterances constitute a significant portion of normal daily linguistic interactions, and stand as one of language's major and universal functions, along with conveying information and giving orders, among others.
The topicality of the research is proved by the fact that humour provides teachers and students with the opportunity for a respite from the formally assigned text material. Since humour in most societies occurs at specific moments or situations in social interactions, it would be best for teachers to maintain a file of humorous texts for use at specific moments in the language classroom, especially for forming sociocultural competence.
The first chapter Sociocultural Competence in Foreign Language Teaching focuses on different views on sociocultural competence in methods in EFL teaching, analyses the components of sociocultural components.
The second chapter Humour as a Pedagogical Tool in Classroom Teaching gives an insight of humour as a pedagogical tool in classroom teaching, its psychological and physiological effect, determines the advantages of using humour in language teaching.
The third chapter Humorous Texts as a Means of Forming English Sociocultural Competence contains the taxonomy of English humorous discourse, gives a brief look at the three theories of humour, classifies the humorous texts according to the type of the sociocultural context, introduces humorous texts at different levels of forming sociocultural competence and methods of using humorous texts in forming English sociocultural competence.
The topicality of the research is proved by the fact that humour provides teachers and students with the opportunity for a respite from the formally assigned text material. Since humour in most societies occurs at specific moments or situations in social interactions, it would be best for teachers to maintain a file of humorous texts for use at specific moments in the language classroom, especially for forming sociocultural competence.
The first chapter Sociocultural Competence in Foreign Language Teaching focuses on different views on sociocultural competence in methods in EFL teaching, analyses the components of sociocultural components.
The second chapter Humour as a Pedagogical Tool in Classroom Teaching gives an insight of humour as a pedagogical tool in classroom teaching, its psychological and physiological effect, determines the advantages of using humour in language teaching.
The third chapter Humorous Texts as a Means of Forming English Sociocultural Competence contains the taxonomy of English humorous discourse, gives a brief look at the three theories of humour, classifies the humorous texts according to the type of the sociocultural context, introduces humorous texts at different levels of forming sociocultural competence and methods of using humorous texts in forming English sociocultural competence.
Having done the research and written the paper ‘Formation of the English Sociocultural Competence by Means of Humorous Texts’ we have come to the following conclusion:
o The study and analysis of pedagogical and linguistic literature show the phenomena of sociocultural competence and humorous texts are important objects of a scientific research. Humour is studied in the fields of semiotics, anthropology, education, linguistics. Great attention is paid to humorous texts in language teaching. The following scholars investigated humour as the object of their research in the field of pedagogics: Monnot and Kite, Gomes de Matos, Trachtenberg, Maurice, Deneire. Sociocultural competence is a controversial object of methods of teaching a foreign language. But still sociocultural competence teaching has a real and important place in the classroom.
o The study and analysis of pedagogical and linguistic literature show the phenomena of sociocultural competence and humorous texts are important objects of a scientific research. Humour is studied in the fields of semiotics, anthropology, education, linguistics. Great attention is paid to humorous texts in language teaching. The following scholars investigated humour as the object of their research in the field of pedagogics: Monnot and Kite, Gomes de Matos, Trachtenberg, Maurice, Deneire. Sociocultural competence is a controversial object of methods of teaching a foreign language. But still sociocultural competence teaching has a real and important place in the classroom.
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