VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES TRẦN THỊ ÁI HOA DEVELOPING TOUR GUIDE STUDENTS’ ABILITY TO MAKE SENSE OF HUMOUR IN ENGLISH JOKES THROUGH AUTHENTIC[.]
Significance of the study
This study is significant in many aspects as it endeavours to make following contributions
This study explores the impact of authentic materials (AM) on enhancing the ability of Teaching English as a Foreign Language (EFL) students to understand humor in English jokes It examines this influence through the lenses of humor theories, pragmatic competence (PC), and humor competence (HC), contributing valuable insights to EFL teaching methodologies.
This study highlights the importance of developing a skilled workforce of professional tour guides in Khanh Hoa province, emphasizing the need for guides to possess a strong understanding of L2 humor Additionally, it underscores the ability of these guides to effectively communicate in English with foreign tourists, enhancing the overall visitor experience.
This study enhances EFL students' communicative competence by emphasizing the significance of understanding English jokes It offers effective strategies and methods that improve their ability to interpret humor, ultimately fostering better communication skills in English.
The study's findings offer valuable insights for English language instructors on how to effectively incorporate English jokes into their classrooms It presents methods for integrating humor into various syllabi, including cross-cultural contexts, and emphasizes the importance of designing authentic teaching materials tailored to students' needs This research confirms that humor can be taught, marking a significant contribution to the field.
The study has significantly enhanced the researcher’s understanding of humor, leading to a more cheerful personality Her grasp of humor theories has allowed her to appreciate the nuances of humor in both English and her native Vietnamese, deepening her love for both languages.
Aims and objectives of the study
The study aims to enhance Vietnamese students' understanding of humor in English jokes by utilizing authentic English materials, focusing on specific objectives to achieve this goal.
(1) To develop the students‘ ability to make sense of humour in English jokes
(2) To explore the extent to which the students' ability to understand, interpret the humour and recite authentic English jokes for use in subsequent future jobs as international tour guides
(1) To attain the opinions of tour guides, tour guide students, teachers and tourists about needs of learning humour in English jokes via authentic materials
(2) To grasp criteria and strategies for selecting and using the authentic materials appropriate for the experimental course on making sense of humour in English jokes as an intervention
(3) To deal with the internal and external difficulties that tour guide students encounter in understanding and interpreting humour in English jokes in the suggested authentic materials
(4) To pursue methods/ strategies to help develop students' ability in making sense of humour in English jokes through authentic materials alongside the instructional aim of developing students‘ communicative competence
(5) To demonstrate the students' ability to make sense of humour before and after taking the intervention course as evidence of the intervention effectiveness.
Scope of the study
This study focused on English for tourism students, particularly those aspiring to be tour guides, as well as current tour guides and tourists in Nha Trang, ensuring the findings are relevant to those sharing a common interest in humor The research targeted third-year college undergraduates, who possess a sufficient level of English proficiency to comprehend linguistic humor Due to constraints in teaching time and resources, the study emphasized verbal humor, a crucial aspect of an international tour guide's role, to prepare students for their future careers The primary aim was to enhance humor comprehension and interpretation through English canned jokes, rather than humor production However, the intervention included reciting canned jokes, as this basic form of humor production is recognized as beneficial for becoming an effective tour guide.
Research context
Tourism is a vital and thriving industry in Vietnam, attracting thousands of foreign visitors each year In Khanh Hoa province, universities and colleges play a crucial role in training a skilled workforce of tour guides, with a strong emphasis on English proficiency English-speaking tour guides are essential for engaging with tourists from countries like the UK, America, Australia, and New Zealand While these programs focus on language skills and cultural knowledge, they often neglect to develop students' sense of humor, which is essential for enhancing tourists' experiences Currently, the curriculum lacks specific courses on humor in English, leaving graduates without this important professional asset As tour guide students are expected to achieve B2 English proficiency, it is imperative to incorporate humor training into their education to better prepare them for their roles in the international tourism sector.
Research questions
One research question that the present study sought to answer is as follows
To what extent do the EFL tour guide students make sense of humour in English jokes through authentic materials?
On the focus of the overarching question, there are three sub-questions
1 What are the criteria and strategies for selecting appropriate authentic materials to help develop EFL tour guide students‘ ability to make sense of humour in English jokes?
2 What problems do the tour guide students face in comprehending and telling English jokes?
3 How much can the EFL tour guide students interpret humour in English jokes and tell English jokes?
Key terms and definitions
Humour
Humour is defined as the quality of being amusing and the ability to appreciate comic situations or people It encompasses various elements of the comic, including wit, fun, nonsense, sarcasm, ridicule, satire, and irony Ultimately, humour reflects a positive attitude toward life and its imperfections, highlighting an understanding of the incongruities of existence.
Sense of humour
Sense of humour is understood with reference to both humour creation and humour appreciation (Eysenck, 1972) It is regarded as a mood, a frame of mind, a virtue, a talent and personality trait (Ruch, 1998).
Cognitive-perceptual processes in humour
Cognition plays a crucial role in humor, requiring individuals to creatively process information from their environment or memory This involves manipulating ideas, words, or actions to produce witty verbal expressions or amusing nonverbal behaviors that others find funny When receiving humor, we interpret information through our senses, evaluate its meaning, and recognize it as playful and nonserious These cognitive processes are fundamental to how we perceive and appreciate humor (Martin, 2007).
Humour comprehension, humour appreciation and humour competence
- Humor comprehension is the ability to perceive relationships or ideas in incongruous ways (Ziv, 1984)
- Humour appreciation is the ability to understand and get pleasure from humorous messages (Ziv, 1984)
- Humour competence is the ability of the native speaker to pass judgements as to the funniness of a text (Raskin, 1985)
A canned joke is ―a humorous short text repeated (almost) verbatim whose content is usually irrelevant to, and dissociated from, the conversation and is geared towards amusement‖ (Dynel, 2009: 11).
Pragmatic competence
Pragmatic competence (PC) refers to the ability to comprehend language within its context and accurately interpret the intended messages of speakers It is considered a crucial subcomponent of communicative competence, as highlighted by theorists such as Chomsky (1980), Canale & Swain (1980), and Bachman (1990).
7.7 “Make sense of” and “Tour guide students’ ability to make sense of humour in English jokes”
- ―Make sense of‖ means understand, appreciate and comprehend (Colin dictionary,
The ability of tour guide students to understand and appreciate humor in English jokes encompasses two key competencies: first, the interpretation of humor, which involves recognizing, comprehending, and appreciating the nuances of English jokes; and second, the recitation of these jokes, which entails agreeing with and delivering them, representing the most basic level of humor production.
Authentic materials, authentic texts, authentic English jokes
- ―Authentic materials are any texts written by native English speakers for native English speakers.‖ (Heitler, 2005: 5)
- ―An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and design to convey a real message of some sort.‖ (Morrow, 1977: 98)
Authentic English jokes are original texts crafted by and for native English speakers, characterized by their grammatically correct and syntactically complete sentences These jokes reflect the unique linguistic nuances and cultural references that resonate with English-speaking audiences, highlighting the importance of language proficiency in humor.
Study componential schema
The componential schema developed for this study, illustrated in Figure 1, is derived from a comprehensive literature review on humor interpretation and recitation, utilizing authentic materials including training needs analysis, materials assessment, intervention, and training evaluation This schema encompasses two primary components or phases.
(1) Phase 1: A materials selection process conducted in two stages namely Stage 1 – Needs analysis andproblem specification; Stage 2 – proposed authentic materials verification and pilotting The findings from Phase 1 address sub-research questions
(2) Phase 2: An intervention - Explicit instruction The findings from Phase 2 address sub-research question 3
The thesis is structured into three main sections: an introduction, development, and conclusion The introduction outlines the study's background, problem statement, aims and objectives, research context, research questions, and key definitions The development section is divided into three chapters: the first reviews literature on the relationship between humor, jokes, humor competence, and pragmatic competence; the second details the research methodology and data collection procedures; and the third presents the results, findings, and discussions Finally, the conclusion summarizes the study, discusses implications for pedagogical practice, addresses limitations, and offers recommendations for future research.
Implementation Pre and post-tests
CHAPTER 1: LITERATURE REVIEW 1.1 Humour and its importance in tourism
Humour encompasses a wide range of meanings and synonyms, including both positive expressions like comedy, irony, and mirth, as well as negative forms such as sarcasm and satire (Ruch, 1996; Attardo, 2014) Research conducted in the 20th and 21st centuries highlights the beneficial effects of humour in various fields, including health, education, and the workplace (Fabel, 2014).
A sense of humour (SOH) is a person's ability to perceive and appreciate humour, which is essential for understanding what is truly funny According to Chapman and Foot (1976), humour exists but requires an individual's sense of humour to be recognized As a personality trait, SOH encompasses one's humour-related behaviour, emphasizing that humour is more about an attitude of mind than merely an activity (Ruch).
The term "sense of humour" encompasses both the creation and appreciation of humour, which is often associated with intelligence and likability (Eysenck, 1972) A person with a good sense of humour can easily find amusement in funny situations and share amusing stories with others However, not everyone consistently laughs at humour; individuals with a limited sense of humour can still appreciate and enjoy comedic content, as humour appreciation is a cognitive element, while sense of humour is largely innate (Eysenck, 1972) Therefore, sense of humour is intricately linked to human behavior and reflects one's ability to engage with humour.
Making sense of humour (MSOH) enables individuals to appreciate and create humour, enhancing their overall experience Tour guides (TGs) are expected to possess a strong sense of humour, as highlighted by Rezdy.com (2016), which states that hiring guides who can deliver timely jokes is ideal for customer comfort A tour guide with a good sense of humour fosters a relaxed atmosphere, allowing tourists to fully enjoy their activities Additionally, some tour guides incorporate humour into their offerings, using it as a tool for entertainment and enjoyment For instance, Fabel's (2014) study illustrates this when a tour guide humorously welcomed tourists in Cape Town, contributing to their happiness upon arrival.
Cape Town invites visitors to take all their belongings, as any items left behind will be distributed among the staff While humor can engage English-speaking tourists and enhance their experience, Vietnamese tour guides often struggle to deliver jokes that resonate across cultures The nuances of humor—whether it's based on superiority, incongruity, or relief—can differ significantly from one culture to another, making it a challenge for guides to connect effectively (Geddert, 2012).
Classifying humor is complex due to the absence of a universal theoretical framework that can encompass all its types and functions According to Ermida (1968), humor can manifest in various forms, including verbal and non-verbal expressions It serves both subjective experiences and communicative purposes, drawing from everyday realities or fictional scenarios Humor can be charming or critical, arise spontaneously, or be crafted for personal and professional interactions It ranges from simple jokes shared among friends to the intricate sophistication found in Shakespeare's works.
1968) According to a criterion of language and non-language convey, it is divided into verbal and non-verbal humour Besides, humour is clarified apparently into style and types
Verbal and non-verbal humour
Verbal humour (VB) is defined as text that conveys jokes, while non-verbal humour (NVH) refers to humorous situations that are not expressed through text (Raskin, 1985) This definition should also encompass other humorous forms such as teasing and neologisms The term "verbalized humour," which denotes humour expressed through a linguistic system, is synonymous with the broader concept of verbal humour (Attardo, 1994) Additionally, the term "verbally expressed humour" (Ritchie, 2004) often highlights wordplay, although it is less commonly used than "verbal" to describe humour conveyed through language (Suls, 1983; Raskin, 1985; Alexander, 1997; Norrick, 2004).
Non-verbal humour, distinct from verbal humour, is defined as humour conveyed through body language, gestures, images, or sounds rather than words In the fields of psychology and anthropology, non-verbal communication encompasses these elements, highlighting the importance of visual, musical, and kinetic forms of humour According to Norrick (2004), non-verbal humour can include slapstick, cartoons, and the performance aspects of joke-telling, such as body language and vocal nuances Moreover, even when a non-verbal stimulus like a picture is paired with text, if the humour does not stem directly from verbal elements, it still qualifies as non-verbal humour.
Verbal humor is widely embraced in the tourism industry, reflecting its popularity and acceptability among travelers In this study, the term "verbal humor" is defined as humor that is intricately linked to the use of words, deriving from the Latin word "verbum," which translates to "a word" (Dynel, 2009).
Humour styles are classified into four categories: affiliative, self-enhancing, self-defeating, and aggressive Affiliative humour aims to entertain and strengthen relationships through jokes and anecdotes, while self-enhancing humour helps individuals cope with stress by maintaining a positive outlook In contrast, aggressive humour seeks to demean or manipulate others, often through sarcasm or teasing, without regard for the impact of such jokes Lastly, self-defeating humour involves self-disparagement for the amusement of others, where individuals may laugh at their own expense, reflecting an underlying negativity.
Humour can be categorized into various types, each with distinct forms and messages, as noted by several researchers (Raskin, 1985; Hay, 1995; Alexander, 1997; Bryant et al, 1980; Long and Graesser, 1988; Norrick, 2003) These types possess specific criteria and structures for differentiation, and they often overlap; for instance, teasing can include elements of punning, while mockery may incorporate sarcasm (Dynel, 2009) A classification of humour is detailed in Table 1.1.
Gag Crack (jokes) Epigram Observation Quote Pun or wordplay
Blue Caricature Howler Irony Lampoon Misprint Ridicule Sardonic Self-deprecating Satire
Juvenile or prank Role play Situational Slapstick
Fantasy Impersonate Parody Sardonic Vulgarity
Alexander (1997) categorizes humour into sixteen types based on six criteria: intention, consciousness, malevolent or benevolent intent, purpose to amuse, general light-heartedness, and wit Within this framework, jokes, gags, epigrams, and cracks are characterized by intentionality, consciousness, and a benevolent nature, primarily focusing on wit and amusement Puns, while also intentional, can be amusing and light-hearted but lack a benevolent quality In contrast, spoonerisms, howlers, and misprints are unintentional and not amusing Other forms like irony, satire, and sarcasm are amusing yet not kind-hearted The verbal humour types, including jokes and puns, are essential for fostering humour in tourism, highlighting that jokes can take various forms, particularly as canned jokes in this study.
The language of humor is rooted in three key theories: superiority theory, incongruity theory, and relief theory, as identified by Raskin in 1985 These theories fall into three distinct paradigms: psychoanalytical, cognitive, and social, according to Attardo's classification in 1994.
The theory of superiority under the paradigm of psychology dates back to Plato and Aristotle in the fourth century BC and is dominant until the 17 th century (Morall,
LITERATURE REVIEW
Humour and its importance in tourism
Humour encompasses a wide range of synonyms and meanings, including both positive aspects like comedy, irony, and laughter, as well as negative forms such as sarcasm and satire (Ruch, 1996; Attardo, 2014) Recent studies from the 20th and 21st centuries highlight the beneficial effects of humour in areas such as health, education, and the workplace (Fabel, 2014).
A sense of humour (SOH) is defined as an individual's ability to perceive and appreciate humour, highlighting its role as a crucial factor in understanding and enjoying comedic elements Humour requires comprehension to be perceived as funny, making SOH essential for its discovery (Chapman and Foot, 1976) As a personality trait, SOH encompasses a person's humour-related behavior, emphasizing that humour is more about one's mindset than merely an activity (Ruch).
The term "sense of humour" encompasses both the creation and appreciation of humour, highlighting its significance in social interactions Eysenck (1972) notes that having a "grand sense of humour" is often associated with intelligence, good-naturedness, and likability A person with a strong sense of humour not only finds joy in amusing situations but can also entertain others with funny stories However, not everyone consistently laughs at humour; individuals with a limited sense of humour may still appreciate comedic content, as humour appreciation is a cognitive aspect while sense of humour is largely innate Ultimately, sense of humour is a reflection of human behavior and an essential component of our ability to engage with humour.
Making sense of humour (MSOH) enables individuals to appreciate and create humour, enhancing their overall experience Tour guides (TG) are expected to possess a strong sense of humour, as highlighted by Rezdy.com (2016), which states that a good joke at the right moment can significantly ease customers and enhance their enjoyment during tours Moreover, tour guides often incorporate humour into their offerings to elevate entertainment and enjoyment levels For instance, Fabel's (2014) study illustrates this when a tour guide lightheartedly announced to tourists upon landing in Cape Town, creating a joyful atmosphere.
In Cape Town, visitors are reminded to take all their belongings, as anything left behind will be distributed among the staff Notably, the establishment does not accommodate unwanted mothers-in-law or children To attract English-speaking tourists, Vietnamese tour guides strive to incorporate humor through English jokes, despite the challenge of cultural differences in humor appreciation What elicits laughter can vary significantly across cultures, making it essential for guides to navigate these nuances effectively (Geddert, 2012).
Classifying humor is complex due to the absence of a universal theoretical framework that encompasses all its types and functions According to Ermida (1968), humor can be categorized as verbal or non-verbal, subjective or communicative, rooted in everyday reality or based on fiction and imagination It can serve to charm or attack, be spontaneous or meticulously crafted for personal and professional interactions Additionally, humor can range from simple jokes shared among friends to the intricate sophistication found in Shakespeare's plays.
1968) According to a criterion of language and non-language convey, it is divided into verbal and non-verbal humour Besides, humour is clarified apparently into style and types
Verbal and non-verbal humour
Verbal humour (VB) refers to text that carries jokes, while non-verbal humour (NVH) encompasses humorous situations that are not conveyed through text (Raskin, 1985) This definition should also include various forms of humour such as teasing and neologisms The term "verbalized humour," which denotes humour expressed through a linguistic system, is synonymous with the broader concept of verbal humour (Attardo, 1994) Additionally, the phrase "verbally expressed humour" primarily focuses on wordplay but is less commonly used than the term "verbal" in relation to humour conveyed through language (Ritchie, 2004; Suls, 1983; Raskin, 1985; Alexander, 1997; Norrick, 2004).
Non-verbal humour, distinct from verbal humour, is conveyed through body language, gestures, and sounds rather than words In the fields of psychology and anthropology, this form of humour is often associated with non-verbal communication and encompasses various subtypes, including visual, musical, and kinetic elements Norrick (2004) highlights that non-verbal humour can be presented through slapstick, cartoons, and the performance of a joke-teller, which includes their body language and paralinguistic features like tone and accent Additionally, even when a non-verbal stimulus, such as an image, is paired with text, if the humour does not stem from the verbal component, it remains classified as non-verbal humour.
Verbal humour is widely embraced in the tourism industry, highlighting its significance in engaging communication In this context, "verbal" pertains to the use of words, derived from the Latin term "verbum," which translates to "a word" (Dynel, 2009).
Humour can be expressed through various styles, categorized into four main types: affiliative, self-enhancing, self-defeating, and aggressive The affiliative humour style focuses on making jokes and sharing funny anecdotes to entertain others and strengthen relationships In contrast, self-enhancing humour helps individuals cope with stress and maintain a positive outlook on life Aggressive humour, however, aims to demean or manipulate others through sarcasm, teasing, or ridicule, often disregarding the impact of such jokes Lastly, self-defeating humour involves self-disparaging jokes meant to amuse others, although individuals using this style may secretly harbor negative feelings.
Humour can be categorized into various types, each with distinct forms and messages, as highlighted by researchers like Raskin (1985) and Norrick (2003) These classifications often overlap, and many humour types share common criteria and structures, making them not mutually exclusive For instance, teasing may incorporate elements of punning, while mockery can involve sarcasm (Dynel, 2009) A comprehensive classification of humour is illustrated in Table 1.1.
Gag Crack (jokes) Epigram Observation Quote Pun or wordplay
Blue Caricature Howler Irony Lampoon Misprint Ridicule Sardonic Self-deprecating Satire
Juvenile or prank Role play Situational Slapstick
Fantasy Impersonate Parody Sardonic Vulgarity
According to Alexander (1997), humour can be categorized into sixteen types based on six criteria: speaker intention, consciousness, malevolent or benevolent intent, purpose to amuse, general light-heartedness, and wit Jokes, gags, epigrams, and cracks fall into a group characterized by intentionality, consciousness, and a focus on amusement Puns, while often unintentional, are also considered amusing and light-hearted In contrast, spoonerisms, howlers, and misprints are unintentional and lack amusement A separate group, including irony, satire, and sarcasm, is amusing but not kind-hearted The verbal humour types of jokes, gags, epigrams, cracks, and puns are essential for humour in tourism, showcasing the various forms that jokes can take This study specifically examines verbal humour in the context of canned jokes.
The language of humor is rooted in three primary theories: superiority theory, incongruity theory, and relief theory (Raskin, 1985) These theories are classified into three paradigms—psychoanalytical, cognitive, and social—highlighting the multifaceted nature of humor (Attardo, 1994).
The theory of superiority under the paradigm of psychology dates back to Plato and Aristotle in the fourth century BC and is dominant until the 17 th century (Morall,
In literary terms, humor can be described as disparagement or criticism, highlighting a negative attitude towards its target and suggesting an aggressive nature of laughter This theory posits that laughter often stems from a sense of superiority over those perceived as weak, foolish, or unfortunate For instance, when someone slips on a banana peel, observers laugh because they feel superior to the person who appears clumsy This form of humor frequently targets individuals or groups, often based on political, ethnic, or gender-related issues.
The theory of humor, rooted in Kant's late eighteenth-century cognitive paradigm, highlights the role of surprise and suddenness in eliciting laughter It posits that humor arises from the incongruity between expectations and reality Nilsen and Nilsen (1978) assert that laughter, such as when someone slips on a banana peel, stems not from feelings of superiority but from this unexpected insight Similarly, Beattie (1776) identified laughter as a response to the clash of inconsistent or incongruous elements, a notion echoed by Schopenhauer (1883).
Authentic materials for developing EFL students‘ ability to make sense of
Authenticity is a term relating to the language produced by native speakers in a particular language community (Porter & Roberts, 1981; Little, Devitt & Singleton,
Authentic texts are genuine language samples produced by real speakers for actual audiences, aimed at conveying meaningful messages (Morrow, 1977) In teaching, authentic materials include texts, images, videos, and other resources not specifically created for educational purposes (Richards, 2006) This study focuses on authentic English jokes written and performed by native speakers, distinguishing them from translated or non-native jokes Such materials are crucial for EFL learners as they provide access to genuine humor culture and prepare students for real-world situations involving the target language (Fine and De Soucey, 2005).
1.2.2 Competency-based approach to syllabus/ materials design/ selection 1.2.2.1 An overview of approaches to syllabus/ materials design/ selection
Syllabuses and materials for language courses, particularly English for Specific Purposes (ESP), should be carefully designed or selected to meet the unique needs of specific learner groups (Hutchinson & Waters, 1989) To ensure effective learning, it is essential that these syllabuses and materials adopt a relevant approach tailored to the course objectives (Richards).
Syllabus and materials design can be categorized using various criteria, including topic, structural/situational, content-based, functional/notional, skills, discourse, task-based, and strategies (Hutchinson & Waters, 1989) Each type of syllabus effectively organizes a specific area of knowledge, and these designs are integral to various course development approaches These approaches include language-centered, skills-centered, learning-centered, post hoc, task-based, objective-based, standards-based, needs-based, outcomes-based, and competency-based methods (Richards & Rodgers, 2001).
Different language teaching approaches are characterized by their unique methodologies A language-centred syllabus focuses on producing texts and exercises that form the basis for evaluating proficiency In contrast, a skills-centred syllabus emphasizes providing learners with opportunities to practice and assess the skills and strategies essential for real-world situations, often utilizing authentic texts.
A learning-centred approach emphasizes engaging activities, tasks, and teaching techniques that cater to students' interests and enjoyment, focusing on how language is acquired rather than merely presenting skills This method effectively meets the needs of learners as both users and students of the language In contrast, the post hoc approach often leads to a superficial syllabus with vague criteria that may satisfy various groups The competency-based approach prioritizes the practical application of language skills, outlining what learners are expected to achieve All these approaches underscore the importance of addressing learners' needs, particularly in the context of Communicative Language Teaching (CLT) for English for Specific Purposes (ESP) According to Richards (2006), many learners require English for specific professional or educational contexts rather than for general use.
Each approach to language teaching often emphasizes a single aspect, such as topic, structure, or function, while neglecting others, particularly the balance between grammar and vocabulary For instance, the natural and functional/notional methods focus heavily on grammar at the expense of lexical development Research indicates that no single method consistently outperforms others in terms of language acquisition (Krashen and Terrel, 1983) Therefore, an effective teaching program should integrate multiple syllabuses to promote meaningful learning (Swan, 1985b, cited in Hutchinson & Waters, 1987).
Mixing different types of syllabi is not advisable, as each type reflects distinct viewpoints and expected outcomes for courses Each approach is defined by its unique characteristics related to language and content, and combining them can hinder the achievement of learning objectives (Crombie, 1985a) Additionally, outcomes-based, objectives-based, standards-based, and needs-based approaches share a foundational connection with competency-based approaches, leading to potential overlaps (Nguyen, 2017).
Developing the ability to understand humor in English jokes requires learners to grasp both the language of humor and the socio-cultural context A competency-based approach is suitable for this study, as it clearly defines the knowledge, skills, and behaviors that students should acquire by the end of their coursework (Richards & Rodgers, 2001: 141).
Competency-based Language Teaching (CBLT), introduced in the U.S in the 1970s and revived in the late 1980s, emphasizes learning outcomes defined by essential skills, knowledge, and attitudes necessary for effective task performance (Auerbach, 1986; Richard & Rodgers, 2001) This approach integrates knowledge with practical application through real-life tasks, preparing learners for the workplace (Richards, 2006) As noted by Richards, CBLT highlights students' abilities to apply skills in everyday situations, focusing on competencies that are vital for successfully navigating real-world activities across various life domains (Richards, 2006).
Content-Based Language Teaching (CBLT) focuses on utilizing grammar, vocabulary, punctuation, and pronunciation to communicate effectively across listening, speaking, reading, and writing contexts (Nkwetisama, 2012) It emphasizes the importance of being linguistically, communicatively, and sociolinguistically competent, understanding when, where, and with whom to use the language This approach differs from traditional methods like Grammar Translation, Direct Method, and Audiolingual Method, which often make assumptions about instructional content (Richards).
2001),competency-based teaching-learning approach seeks to bridge the wall between school or the classroom and everyday real life
Auerbach (1986) pinpoints eight features which are essential for enforcing CBLT:
(1) A focus on successful functioning in society The goal is to enable students to become autonomous individuals capable of coping with the demands of the world
Content-Based Language Teaching (CBLT) emphasizes the development of life skills by integrating language learning with real-world communication tasks Instead of isolating language instruction, CBLT focuses on teaching specific language forms and skills that students will need in practical situations This targeted approach is guided by a needs analysis, ensuring that learners acquire the necessary language competencies relevant to their everyday interactions.
Task-oriented instruction focuses on the tangible outcomes of student learning, prioritizing what students can accomplish following instruction This approach emphasizes observable behaviors over theoretical knowledge or the ability to discuss language and skills.
Modularized instruction in language learning involves dividing the material into manageable, meaningful segments This approach breaks down overarching objectives into specific, narrowly focused sub-objectives, allowing both teachers and students to clearly track their progress.
Outcomes are clearly defined and publicly acknowledged by both learners and educators, ensuring mutual understanding These outcomes are articulated as behavioral objectives, allowing students to be aware of the expected behaviors and goals they need to achieve.
Continuous assessment is essential in education, involving pretests to identify students' skill gaps and post-tests to evaluate mastery after instruction If students do not reach the desired level of proficiency, they will persist in practicing the objective and undergo further testing.
(7) Demonstrated mastery of performance objectives Rather than the traditional paper-and- pencil tests, assessment is based on the ability to demonstrate pre-specified behaviors
METHODOLOGY
Research design
Mixed methods research (MMR) is an increasingly popular approach that integrates quantitative and qualitative methodologies to offer a comprehensive perspective in various research fields (Cresswell et al., 2003; Grafton et al., 2011) By focusing on the research problem rather than adhering to a single methodology, MMR allows for the collection and analysis of both types of data, with quantitative data providing numerical insights through statistical analysis, and qualitative data offering subjective interpretations and participant voices This iterative or simultaneous use of both methods strengthens research outcomes, enabling a deeper exploration of complex human and social dynamics Furthermore, MMR addresses limitations inherent in using solely quantitative or qualitative methods, bridging gaps caused by unrepresentative data or insufficient coverage of the study area.
The current study utilized an explanatory sequential mixed methods design, which involved initially collecting and analyzing quantitative data, followed by qualitative data, to enhance understanding of the phenomena (Morse & Niehaus, 2009) A single method was inadequate for comprehensive data analysis, while mixed methods provided a broader perspective There are theoretically six design variations that differ in interaction levels, priorities, timing, and mixing strategies (Cresswell & Clark, 2011) However, the explanatory sequential design was particularly appropriate for this study, as it facilitated a structured two-phase approach, with qualitative data collection contingent upon quantitative results and an emphasis on quantitative data.
Figure 2.1 Explanatory Sequential Design (Creswell & Clark, 2011)
The present study comprised two phases: first, a needs assessment to identify criteria and strategies for selecting and verifying authentic materials, followed by an intervention to evaluate the outcomes This sequential design aimed to quantitatively explore findings with a large sample and assess their generalizability The initial phase utilized survey questionnaires and tests to gather quantitative data, which informed the development of assessment measures for a smaller qualitative sample The qualitative phase involved collecting data through interviews and observations, as illustrated in the visual research design.
Quantitative data collection and analysis
Qualitative data collection and analysis
Notes: - QUANqual indicates a quantitatively oriented project followed by a qualitative project
- QUAN (uppercase) indicates a dominant project
- qual (lowercase) indicates a less dominant project
Data collection procedure was established into two phases: (1) authentic materials selection and verification, and (2) intervention (Figure 2.3)
Survey questionnaire Interview (Close-ended questions) (Open-ended questions)
Observation (Observational checklist) Quan Data analysis Qual Data analysis
Pre &post- tests Interview (Close-ended and linked (Open-ended questions) open-ended questions)
Descriptive statistics Thematic & Qual Data analysis Merging of quantitative and qualitative data/themes results
Merging of quantitative and qualitative data/themes results
Figure 2.3 Data collection procedure of the study
In Phase 1, research questions 1 and 2 were addressed using data from survey questionnaires, semi-structured interviews, and observations The surveys focused on perceptions and attitudes towards the use of humor in English by international tour guides, tourists' humor preferences, teachers' intentions to teach humor in tourism, and the humor competence of tour guide students Interviews provided additional insights into the needs and challenges, helping to establish criteria and strategies for material selection and verification Observations further contributed to understanding the context and effectiveness of humor in the tourism industry.
Stage 1 Needs Analysis and problem specification
Stage 2 Materials verification and piloting
Survey questionnaire, Interview: TEFT, TGU
TENTATIVE AUTHENTIC MATERIALS FOR TGU
The study on humor in tourism explored the perspectives of diverse participants, including tour guides from Khanh Hoa travel agencies, international tourists, and educators from Nha Trang's colleges and universities This varied group provided valuable insights due to their availability and willingness to engage To effectively gather data, the researcher implemented a flexible, iterative approach that combined both qualitative and quantitative methods.
Phase 2 held the intervention for answering research question 3, also using both quantitative and qualitative data This phase of the study addressed the extent of the effectiveness of the proposed materials used through an experimental course First, pre-test and post-test were used to gauge the level of improvement in the ability to make sense of the humour in English jokes of the students before and after the intervention A joke-telling context was organized for the students who took part in the intervention as an oral performace test to produce desired results for the study Performing results were evaluated and collected through quantitative data Then in- depth interviews with the intervention-participating students were conducted as a follow up to the quantitative results from pre/post tests to help explain the quantitative results In this exploratory follow-up, the plan was to explore the rate of humour comprehension and appreciation of TG undergraduates before and after the intervention to cross check with the pre/post tests
In this study, qualitative data were integrated with quantitative data, allowing for a comprehensive understanding of the research problem while minimizing the limitations of using either method alone (Creswell et al., 2011) The mixed methods approach was particularly effective for validating findings from other methods and exploring a research question from multiple perspectives to identify potential contradictions (Creswell, 2008b) Consequently, data collection was organized in chronological order (Table 2.1).
Table 2.1 Summary of information and data needed for research questions Research question Research stage
Tour guides Tourists Lecturers Undergraduates
Qualitative Sub-question No 3 Pre- intervention evaluation
August 2016 Undergraduates Pre-test Quantitative
Quantitative Quantitative October 2016 Undergraduates Interview Qualitative
Phase 1 –Materials selection
The first phase of the present study aimed at answering the first two sub-questions: (1)
This article explores the criteria and strategies for selecting suitable authentic materials to enhance EFL tour guide students' ability to understand and deliver humor in English, particularly in the context of canned jokes It also examines the challenges these students encounter when interpreting and sharing English jokes The study comprises two key phases: Needs Analysis (NA) and Materials Verification (MV), each detailed with descriptions of participants, sampling methods, data collection tools, procedures, and analysis techniques.
2.2.1 Stage 1 - Needs analysis 2.2.1.1 Participants and sampling
To achieve the objectives of the needs assessment (NA), four participant groups were engaged: tour guides (TG) who are residents of Nha Trang, foreign tourists (FT) visiting the city in various group sizes, English for tourism teachers (TEFT) from two colleges, and tour guide undergraduates (TGU).
Khanh Hoa University, formed from the merger of Nha Trang College of Art, Culture and Tourism and Nha Trang Teacher’s Training College, along with Nha Trang University, which specializes in training tour guides, are both situated in Nha Trang City Each year, international cruises and tours bring foreign tourists to Nha Trang, where trained tour guides play a vital role in enhancing the visitor experience.
This research utilized a non-probability sampling approach, specifically convenience and purposive sampling, based on the principles outlined by Cohen, Manion, and Morrison (2007) Convenience sampling allowed for the easy selection of foreign tourists visiting Nha Trang City and local tour guides, including undergraduate students and English teachers in tourism, who participated in a comprehensive questionnaire survey In contrast, purposive sampling was employed to identify participants for interviews and observations that would enhance the understanding of the theoretical framework and participant qualities The researcher focused on selecting tour guides and tourists who could effectively share their knowledge and experiences, ensuring that respondents could articulate their insights in a meaningful way (Bernard, 2002; Cohen et al., 2007).
Determining the appropriate sample size for research can be complex, as Cohen et al (2007) highlight that it varies based on the study's purpose and the population being examined They recommend that larger sample sizes yield better results, with a minimum of thirty cases necessary for statistical analysis For convenience, samples are often drawn from those readily available, while purposive sampling involves selecting specific individuals to meet the researcher’s needs In this study, the total sample sizes included 69 TGUs, 11 TEFTs, 18 TGs, and 88 FTs, which encompassed both males and females of various ages (Table 2.2).
Participant group TGs FTs TEFTs TGUs
Semi-structured interviews were conducted following a survey to enhance the data's validity, as suggested by Long (2005), by incorporating diverse sources Respondents were purposively selected for their knowledge and experience, ensuring they represented the broader population and provided reliable insights Interviews took place in various settings, including workplaces during travel tours and coffee houses, involving 3 tour guides (TGs), 4 foreign tourists (FTs), and 18 tourism graduate students (TGUs) The tour guides, each with over 15 years of experience and a passion for their profession, offered valuable and persuasive opinions The 18 TGUs from Khanh Hoa University were specifically chosen to address challenges in understanding English humor Notably, there were no interviews with teaching English for tourism (TEFT) instructors, as they reported a lack of familiarity with humor in their teaching, and their questionnaire responses were clear and definitive.
Unstructured observations were conducted in the workplace to assess how tour guides (TGs) engage tourists with humor during tours in Nha Trang As noted by Kothari (2004), accurate observation eliminates subjective bias, enhancing the validity and reliability of data To gather effective insights, it was crucial to determine specific aspects to observe Two purposively selected tours, the Nha Trang City tour and the Nha Trang Village tour, each with 56 international tourists, served as the observation samples The observations took place on buses, allowing for real-time monitoring of the TGs as they naturally executed their roles, aiming to identify the topics that elicited laughter from tourists.
Survey questionnaire, interview questions and observation accounts were administrated
Four types of questionnaires were developed for TG, FT, TEFT, and TGU, with the FT and TEFT versions in English and the TG and TGU versions in Vietnamese This bilingual approach ensured the collection of accurate and authentic information from each group.
The questionnaires were structured with clusters of flexible, closed-ended questions designed to ensure clarity and elicit necessary information from respondents Notably, open-ended questions were excluded to prevent potential bias and inaccuracies, as the program was new to participants, which could lead to frustration and superficial responses This approach aimed to facilitate more reliable data analysis for researchers seeking to uncover factual insights (Nunan, 1991).
Prescribing wording and order of questions to ensure that each participant receives the same formality
Prescribing definitions or explanations for each question, to ensure that the researcher handles the questions consistently and can answer participants' requests for clarification if they occur
Prescribing the response format to enable rapid completion of the questionnaire during the working process
The research utilized overlapping questionnaires across different groups, including TG, FT, and TGU, which revealed correlations in findings related to humor and joke comprehension Notably, the TG and TGU questionnaires addressed challenges in understanding and preferences for learning jokes, while the TG and FT focused on humor situations relevant to tourists Additionally, the TG, TEFT, and TGU questionnaires highlighted the importance of learning English jokes This design allowed the researcher to identify similarities and differences in responses, particularly in the comprehensive panels of TG and TEFT that gathered insights on humor in the curriculum, joke topics, teaching methods, and learners' difficulties Overall, the questionnaires provided valuable background information on participants’ attitudes, self-assessments, and humor competence, aiding in the development of authentic teaching materials for humor and English jokes tailored for TGU.
The study utilized interviews as a flexible tool for data collection, incorporating multi-sensory channels such as verbal and non-verbal communication The primary aim was to assess respondents' opinions and compare them with survey findings, predominantly through semi-structured interviews (Cohen et al., 2007) These interviews involved pre-arranged questions, allowing the researcher to guide the conversation while enabling interviewees to share their experiences openly and authentically (Openheim, 1992) Additionally, the researcher could ask follow-up questions, facilitating deeper insights into the use of humor in education and tourism, clarifying misunderstandings, fostering cooperation, and building rapport to enhance the teaching and learning of English jokes in subsequent phases.
The research involved three rounds of semi-structured interviews with tour guides (TGs), foreign tourists (FTs), and tour guide undergraduates (TGUs) to explore humor styles and joke topics relevant to tourism The first round focused on TGs' perspectives regarding the necessity of humor in tour guiding and suitable joke topics for foreign tourists The second round included interviews with tourists from England, America, Australia, and China visiting Nha Trang, utilizing open-ended questions to gather genuine insights about their experiences and humor preferences in tourism The final round engaged 18 tour guide undergraduates from Khanh Hoa University to identify challenges they faced in understanding humor in English jokes, selected based on their performance in Listening and Speaking Test 4 The students analyzed authentic English jokes, which featured linguistic and cultural ambiguities, and provided responses to the interviewer's questions.
In Phase 1 of the study, observation served as a crucial tool, showcasing how seasoned tour guides effectively delivered jokes during guided tours This observational data was essential for the researcher to develop criteria and strategies for teaching the material.
Observation, as noted by Cohen et al (2007), is a valuable method for collecting "live" data from real social situations, offering researchers a fresh perspective on often overlooked behaviors It encompasses both factual and qualitative elements, with two main types: structured and unstructured observation While structured observation is more focused, unstructured observation allows researchers to explore and interpret the significance of what they observe in real-time, as highlighted by Patton (1990) This approach is particularly useful in dynamic settings, such as when tour guides and tourists from diverse backgrounds share jokes, facilitating an understanding of their interactions and common interests However, it is important to note that observation requires considerable time for both data collection and analysis.
Unstructured observation was employed to explore the types of humor and joke topics presented by tour guides, as well as the tourists' reactions to this humor This observational study occurred in natural settings, focusing on the spontaneous behaviors of both tour guides and international tourists The unstructured approach allowed the researcher to capture genuine interactions, documenting observations freely during city and village tours.
Phase 2: Intervention
The intervention in the present study aimed at answering sub-question (3): How much can EFL tour guide students interpret humour in English jokes and tell jokes?
The problems of TG undergraduates were identified in the NA and the proposed authentic materials were used as a teaching source for instruction in the intervention course
The study involved a non-randomly selected treatment group of 20 students from Khanh Hoa University, aimed at ensuring adequate representation Although this sample size may not fully represent the entire population of undergraduate students, it was utilized to compare humor appreciation levels before and after the course treatment.
The study involved EFL TGU students from the Faculty of Foreign Languages at Khanh Hoa University, who had attained a B1 language competence level according to the Common European Framework of Reference for Languages (Council of Europe, 2011) Due to institutional constraints, random assignment to treatment groups was not feasible; however, efforts were made to ensure that the participants were closely matched on relevant variables As noted by Schmitz (2002), L2 learners can engage with various types and levels of English humor, making the chosen subjects appropriate for examining their ability to interpret humor in English jokes through authentic materials.
The treatment group, with a mean age of twenty, consisted predominantly of females who had received two years of formal English instruction at the university level, along with several years in high school Prior to the study, most participants had limited interaction with English-speaking individuals They underwent explicit instruction in understanding humor through authentic English jokes and were assessed both before and after the intervention.
To minimize the impact of extraneous variables, such as teachers' personalities and teaching methods, the researcher ensured that students received standardized instruction in translating English jokes into Vietnamese Three native English speakers assisted the researcher in this process Additionally, four faculty colleagues were invited to observe the treatment sessions and the administration of pretests and posttests, allowing them to document any relevant information and verify that the execution aligned with the initial plan.
(1) Joke comprehension test in the form of questionnaire
Various tools are utilized to diagnose humor-related states and traits, with the Test being a widely recognized instrument for measuring humor comprehension and appreciation (Ruch, 2007) Freingold and Mazella (1991) created assessments focused on verbal humor, evaluating humor cognition through tests of reasoning and joke comprehension Additionally, pre and post tests are commonly employed for assessment in experimental research, aligning with competency-based language teaching principles (Auerbach, 1986).
A questionnaire was utilized as the primary data collection tool to evaluate the performance of the subjects Both the pretest and posttest were structured similarly, comprising two sections: a completion test and a multiple-choice test The pretest included two parts; the first assessed the ability to understand humor in English jokes, featuring 12 jokes for participants to identify humorous elements, along with questions addressing their difficulties and preferences for a humor comprehension class The second part focused on the challenges subjects faced in understanding jokes, consisting of five questions targeting specific factors The question design was informed by an analysis of the needs of tourists, tour guides, educators, and tour guide students, aiming to enhance relevant competencies.
The posttest consisted of two parts designed to evaluate participants' understanding of English humor Part 1 assessed their ability to comprehend humor through the same 12 jokes used in the pretest, along with questions addressing the challenges faced and their attitudes towards the learning intervention Part 2 focused on the difficulties encountered in perceiving jokes, incorporating the same five questions related to five factors from the pretest.
The 12 jokes in the tests were the ones being linguistic, cultural and reality-based, with the ambiguities of humour including (1) polysemy, (2) morpheme, (3) speech acts – locutionary, (4) homophone, (5) lexis, (6) relevance, (7) speech acts – illocutionary, (8) Grice‘s maxim of manner, (9) Grice‘s maxim of relation, (10) syntax, (11) speech acts – perlocutionary, (12) Grice‘s maxim of quantity (Appendix 9) The requirements were imposed for each joke as a question rating between 0 and 1.0 marks equivalent to (1) no recognition, (2) recognition (3) understanding and interpreting according to the competencies to be setup (Table 1.5) Though the jokes used for the tests were different form the ones learned in the materials, they were made up of the same ambiguities as those
The study involved students completing both a pretest and posttest that featured identical content, as detailed in Table 2.3, which outlines the joke test (T1 & T2) This test included three categories of jokes: linguistic (jokes 1, 2, 4, 5, and 10), reality-based (jokes 3, 8, 11, and 12), and cultural (jokes 6, 7, and 9) Each joke was crafted to highlight a specific type of humor ambiguity.
Table 2.3 Description of joke test
Joke categories Subcategories Joke number
Morphological ambiguity J2 Phonological ambiguity J4 Syntactic ambiguity J10 Cultural jokes Cultural ambiguity J6, J7, J9 Reality-based jokes Pragmatic ambiguity J3, J8, J11, J12
To obtain reliable test results, informants from England, Australia, and Canada were selected to respond to demographic questions and share their interpretations of the humor in the jokes used in both the pretest and posttest (see Appendix 10) The joke test administered to these informants was identical to that given to the study subjects.
Before the study, students underwent a pretest to assess their understanding of humor in English jokes and establish a baseline for measuring the experimental group's progress post-treatment This pretest was given to the entire study population one week prior to the treatment to avoid any pretest effects, as noted by Takahashi (2001) The same test was administered again as a posttest after the treatment and at the conclusion of the course.
A joke-telling contest was held for TGU students who completed a course on English jokes, with 15 participants showcasing their skills Vietnamese and foreign teachers acted as foreign tourists, creating an engaging atmosphere for the event.
The contest aimed to evaluate the humor competence of TGU students through their performances, judged by a diverse panel of seven teachers, including an American, an Australian, a Polish, and three Vietnamese English instructors Contestants were tasked with creating a scenario for guiding foreign visitors and delivering a joke based on that situation Their performances were assessed using a checklist with two main criteria: Fun and Quality Fun was rated on a scale from "not funny" to "very funny," while Quality ranged from "poor" to "very good." A "poor" rating indicated a full story told poorly, "fair" signified good pronunciation, "good" included effective pronunciation and gestures, and "very good" encompassed all previous elements plus audience laughter, aligning with competencies (4, 5, 6) as detailed in Table 1.5 (Appendix 12).
An interview was conducted to gain insights into the participants' understanding of English jokes from the post-test, as well as their feelings and opinions about the learning materials The interviews aimed to determine whether the class had enhanced their comprehension of humor in English and facilitated their understanding of foreign culture Conducted a week after classes concluded, the students were divided into two groups based on their post-test scores: those scoring above six and those below Utilizing a stratified sampling strategy, six out of twenty students were randomly selected for individual interviews lasting 15 to 20 minutes, with the researcher serving as the interviewer The interview protocol included seven questions specifically designed to address these topics.
The intervention involved a structured experiment utilizing pretest and posttest as primary data collection methods, conducted over two months from August to September 2016 Prior to the start of the instruction, the participants, referred to as TGUs, were unexpectedly administered a pretest in early August Following the completion of the eight-week instructional period, a posttest was conducted in the classroom one week later, under the supervision of two teachers The testing sessions lasted one hour, and participants were prohibited from using dictionaries or comic books as references.
Significance of quantitative data and qualitative data integration
The study employed a two-phase sequential design, initially collecting quantitative data through comprehensive paper surveys to identify the needs for learning English jokes This data was then analyzed statistically to inform the next phase Concurrently, qualitative data was gathered from individual interviews to validate the findings By integrating both quantitative and qualitative methods, the researcher achieved a deeper understanding of the subject, ensuring high reliability and validity of the results, as supported by Allwright & Bailey (1991), McDonough & McDonough (1997), and Silverman.
Validity in research refers to the soundness and credibility of qualitative data, which should be honest, deep, and rich, ensuring comprehensive coverage of the subject matter The essence of valid evidence lies in the participants' accounts rather than the methods or data employed (Mishler, 1990) The researcher plays an integral role in the research process, engaging with the subject matter and providing honest self-reports (Mishler, 1990) This study successfully achieved both internal and external validity (Schofield, 1990; LeCompte and Preissle, 1993, cited in Cohen et al., 2007) The use of diverse data collection methods, including surveys, interviews, and observations, enhances the accuracy and trustworthiness of the results Additionally, the pre-post-test one-group experiment offers a detailed analysis that aids in determining the generalizability of findings related to tour guide students to other contexts (Cohen et al., 2007).
The current study emphasizes the importance of fidelity to real-life contexts, authenticity, and meaningful engagement with respondents The anonymous survey data collected from diverse groups, including TG, FT, TEFT, and TGU, encouraged honest responses by highlighting the practical relevance of the research Open-ended interview questions allowed participants to express their unique perspectives, although some biases were noted, which were clarified through unstructured observations Additionally, having a native speaker present in the classroom enhanced students' comfort, confidence, and enjoyment, contributing to the reliability and trustworthiness of the data collected.
Chapter conclusion
This study aimed to enhance tour guide students' understanding of humor in English jokes using authentic materials, employing a sequential explanatory mixed methods design that included two distinct phases.
The study utilized surveys to analyze needs, select jokes, and propose authentic humorous materials while identifying problems for treatment A comprehensive survey was conducted in Nha Trang city to gather reliable data for creating practical materials Subsequently, an intervention was implemented for an experimental group of tour guiding students at Khanh Hoa University Despite the research being time-consuming, it was valuable as it provided a unique example of real people in real situations, enhancing the understanding of concepts beyond abstract theories (Cohen et al., 2007) The use of mixed methods, combining quantitative and qualitative data collection, yielded significant and robust results Although the procedure was complex, it offered a panoramic view and reinforced the research findings, making the quantitative and qualitative data dependable and supportive for the study.
This chapter outlines the results derived from two phases, which underwent statistical analysis and thematic evaluation A discussion follows, highlighting comparisons and contrasts with prior research findings.
3.1.1 Stage 1- Results from needs analysis
The needs analysis (NA) data includes findings from survey questionnaires and interview responses, which are essential for developing materials aimed at enhancing tour guide students' ability to understand humor in English jokes The analysis of the survey results is presented in tables and charts for clarity.
(1) Tour guide undergraduates’ lack of humorous language
A significant number of students lack familiarity with humor and English jokes, as evidenced by survey results showing that only 1.5% frequently tell jokes in English, while 67.7% never do so in the classroom Over 80% of students also refrain from sharing jokes with English speakers This can be attributed to two main factors: students focus on mastering English for practical use in tourism rather than for humor, and the tourism education curriculum lacks a dedicated course on English joke-telling Consequently, many teachers rarely incorporate jokes into their lessons, with nearly 75% admitting they seldom or never teach this aspect due to the absence of a syllabus Furthermore, around 90% of teachers believe that the complexity of English jokes poses a challenge for students, particularly due to their limited vocabulary and listening skills As a result, students miss opportunities to engage with humor in English, leaving them feeling unprepared and anxious about telling jokes in front of foreign audiences.
EFL Vietnamese students faced significant challenges in delivering jokes in English, particularly when interacting with English-speaking tourists The difficulties experienced by these students were notably greater compared to those encountered by EFL Vietnamese tour guides, as illustrated in Figures 3.1 and 3.2.
Figure 3.1 illustrates that all categories faced significant challenges, with listening and culture scoring the highest at 13.9% and 12.1%, respectively Grammar and vocabulary received the lowest difficulty ratings The difficult category responses varied considerably, ranging from 20.6% for shyness to 51.7% for vocabulary Notably, grammar achieved a 100% response rate in the difficult grouping, as no undergraduates found it easy In contrast, personality traits such as shyness and humor reported higher percentages of 24.1% and 22.4% for being not difficult at all.
Figure 3.1 Tour guide undergraduates' difficulties in telling jokes
Figure 3.1 shows that the students found it much more difficult to tell jokes for many reasons The biggest obstacles were vocabulary, grammar and speaking It is
Vocabulary Grammar Speaking Listening Culture Humour Shyness
Many students struggle with English vocabulary and grammar, which makes them hesitant to joke in front of foreigners, unlike professional tour guides who can joke effortlessly Cultural differences also play a role in their reluctance to engage in humor Even though tour guides are proficient in English, they sometimes face challenges related to cultural nuances when telling jokes Data suggests that tour guides do not always succeed in making foreign tourists laugh, highlighting the significant cultural differences between Vietnamese and Western humor This underscores the need for students to learn about humor, as it can enhance their speaking and listening skills in English while helping them develop a sense of humor.
Figure 3.2 Tour guides' difficulties in telling jokes
Figure 3.2 indicates that most respondents find it easy to tell jokes, with no participants rating it as very difficult and at least 50% reporting no difficulty at all The lowest ease score was 58.3% for grammar, while the highest was 75% for sense of humor Four categories received a difficult response, each scoring 12.5%, with two of these related to specific factors.
Vocabulary Grammar Speaking Listening Culture of joking Humour sense Shyness
Language learning presents varying levels of difficulty, particularly in grammar and vocabulary, which are often perceived as the most challenging aspects Additionally, personality traits such as shyness and a sense of humor significantly influence the learning experience The combination of responses indicates that while grammar and vocabulary pose the greatest challenges, cultural nuances, particularly in humor, also contribute to the overall difficulty of language acquisition.
(3) Agreement on the need of learing English jokes
Teachers recognize that learning jokes can enhance students' sense of humor but express concerns about learners' low language skills and cultural differences impacting their understanding Despite their experience in using jokes for teaching, there is hesitancy about incorporating jokes as a formal part of the curriculum Some educators believe that cultural understanding should precede joke-telling to help students appreciate English humor and communicate effectively with tourists Conversely, others argue that the complexities of culture are challenging for Vietnamese students, who primarily need basic humor skills for tour guiding Consequently, about 65% of teachers support a course on the art of telling English jokes, while 91.7% prefer it to be an elective rather than a mandatory part of the training curriculum.
Figure 3.3 Agreement on the need to learn and teach jokes
In a survey on the agreement regarding learning and teaching jokes, tour guides showed mixed opinions, with 50% strongly agreeing and 30% agreeing, while 18% disagreed and 3% strongly disagreed In contrast, teachers exhibited a more favorable outlook, with 60% agreeing and 5% strongly agreeing, though 35% expressed disagreement Students demonstrated the highest level of positivity among the groups, achieving a total agreement of 95%, with 80% agreeing and 15% strongly agreeing, while only 5% disagreed.
Teachers believe that students can learn jokes regardless of their English proficiency level They proposed a 12-hour course, equivalent to one credit in the training program, focusing on enhancing language skills and cultural integration.
(4) Tourists’ favourite joke types and topics
Types and topics of jokes were diversified according to the tourists‘ preferences Figure 3.4 and Figure 3.5 show tourists' favourite types and topics of jokes
Figure 3.4 Tourists' favourite types of jokes
Short funny stories and one or two-liner jokes emerged as the most favored types of humor among tourists across various age groups, while long funny stories ranked the lowest in popularity Specifically, short funny stories appealed most to individuals aged 17-30, 55-70, and 70+, whereas one and two-liners were preferred by those aged 30-40 and 55-70, with the latter group also showing a liking for funny riddles Notably, over 50% of all age groups favored short funny stories and one-liners, with cross-cultural jokes closely following at 49% and 47.1% Puns were least favored by the 40-55 age group, and the highest approval rating for long funny stories was only 30.1% from the 30-40 demographic.
Long funny stories Short funny stories Funny riddles Puns (Play on words) One-and two-liner jokes Joking on the cross cultures
Figure 3.5 Tourists' favourite topics of jokes
Tourists consistently favor jokes about the country they are visiting, making it the most popular topic across all surveyed age groups In contrast, jokes about discrimination ranked as the least popular topic overall and among all age demographics.
Phase two – Intervention
In Phase 2, an 8-week instruction utilizing a proposed set of authentic materials was implemented, accompanied by pre-and post-tests to evaluate students' learning outcomes in joke interpretation This section presents the results and discussions regarding the utility and practicality of the proposed materials, beginning with the analysis of test data collected before and after the intervention.
3.2.1 Results of pre-post tests of humour interpretation in English joke 3.2.1.1 Description of the process of learning
The course at Khanh Hoa University comprised five 150-minute sessions focused on teaching students how to learn and tell English jokes Led by the researcher and supported by three native speakers from England, America, and Australia, the class aimed to expose students to various English jokes sourced from books and the internet Throughout the sessions, students engaged with video clips, cartoons, and handouts derived from authentic materials, collaborating in small groups to discuss and evaluate the humor in the jokes They expressed their opinions on what they found funny and why, while foreign teachers clarified cultural references and humor nuances, fostering a rich exchange of jokes and cultural insights.
To enhance their understanding of jokes, students participated in role-playing activities where they took on the roles of tour guides and tourists The teacher set the stage for this interactive experience, allowing students to plan their performances, including who they would entertain and the context of their jokes During the role play, students effectively delivered jokes as tour guides while tourists listened and engaged Following the activity, they discussed and resolved any questions or challenges that arose Additionally, outside the classroom, students invited foreign teachers and tourists to local coffee houses, where they shared insights into Vietnamese culture, cuisine, and humor through English jokes.
After eight weeks of learning, students expressed their enjoyment of jokes and showed enthusiasm for both telling and hearing them They became adept at identifying the humorous aspects of jokes, navigating the complexities of linguistics, reality, and culture Their ability to understand jokes quickly and engage in humorous conversations improved significantly Students developed effective humorous language skills, enabling them to tell jokes accurately and appropriately in various contexts The increase in participation in humorous conversations indicates enhanced speaking skills and a greater appreciation for funny stories and episodes, as evidenced by the pre-and post-test results.
The course effectively utilized simple language and fundamental cultural references to enhance students' understanding and skills in joke-telling Over the last three weeks, there was a remarkable increase in student participation in joke-telling activities, indicating the lessons successfully engaged them This engagement contributed to the development of their language and humor skills, as demonstrated by the telling-joke contest held at the end of the course.
A total of 20 third-year students from Khanh Hoa University in Nha Trang City participated in the intervention, with ages ranging from 19 to 21 Among them, 2 were male and 19 were female, all preparing for graduation Their English proficiency was at a pre-intermediate level, demonstrating strong grammar skills and effective communication, reflecting three years of college training.
The intervention course, held at Khanh Hoa University in Nha Trang City, spanned eight weeks with six sessions, featuring one 150-minute classroom learning day each week In total, the course comprised 16 hours of instruction, with materials provided to students and a detailed lesson plan along with classroom observations conducted for each session (Appendix 23).
3.2.1.2 Pre-post test data results
Data were collected one week before and one week after the intervention, utilizing two tests for the students involved Statistical analysis was performed using SPSS to compare the prevalence of the phenomenon under study Tour guide students received a score of 1 for correctly identifying and explaining the funny point, 0.5 for identifying it without a proper explanation, and 0 for failing to identify it The mean and standard deviation were calculated for each joke and collectively for all jokes in both the pre-test (T1) and post-test (T2).
To determine the statistical significance of the differences observed between T1 and T2 within the group, t-test procedures were employed for data analysis A p-value threshold of 0.05 (95% confidence) was established to assess the significance of the results, ensuring that the differences noted between T1 and T2 were attributable to the treatment rather than random chance.
Figure 3.9 shows that the mean scores for each joke significantly increased from T1 to T2, indicating effective treatment outcomes The statistical analysis, highlighted in Figure 3.10, reveals a significant difference between the two time points, with all p values below 0.05, confirming that the improvements were due to the treatment rather than chance In T2, joke 7 achieved the highest mean score of 0.8885, followed closely by jokes 3, 4, 10, 11, and 12, each scoring 0.8000 or higher Jokes 1, 6, and 8 had mean scores slightly above average at 0.6000, 0.5750, and 0.6000, while jokes 2 and 5 scored between 0.3750 and 0.4750 The lowest mean score in T2 was for joke 9, which received a score of only 0.2000.
As being illustrated by Figure 3.8 and Figure 3.9, many students scored 0in T1 before joining the instructional intervention on humour in English jokes but they improved their scores in T2
Figure 3.8 Illustrating the mean of each joke in T1 and T2
Figure 3.9 Statistically Significant Difference between T1 and T2
Table 3.8 displays the percentage scores achieved by subjects on each joke, with Joke 1 assessing their ability to interpret humor linked to polysemy Prior to the treatment, over 50% of subjects struggled to identify the ambiguity present in the joke.
Mean of Jokes in T1 and T2
Pair1 Pair 2 Pair 3 Pair 4 Pair 5 Pair 6 Pair 7 Pair 8 Pair 9 Pair
The initial analysis showed that a significant number of students recognized the humor in the joke, with a 2-tailed significance score indicating a strong response However, following the treatment, only 25% of the students were able to identify the humorous aspect, achieving a score of 0.5 Additionally, those who could explain the humor scored a full 1 These findings suggest that the students were capable of understanding the joke's ambiguity, indicating that it was not overly challenging for them.
Table 3.8: Percentage of the scores of the subjects
Joke 2 contained the humour ambiguity of morpheme Nearly all the subjects scored nothing in T1, but they made much progress in T2 with 35% scoring 0.5 and 20% scoring 1 for the joke However, the number of the subjects who got score of 0 was the highest of all This proved that such linguistic jokes as ones related to morpheme were various and quite difficult for the L2 students to recognize the humour points
Joke 3 showed better improvement when the percentage of students scoring 0 was reduced from 25% in T1 to 0% in T2 while the percentage of students scoring 1 was increased from 5% in T1 to 60% in T2 This indicated that more than half of the subjects could identify and explain the funny point of this reality-based joke containing the humour ambiguity of speech acts – illocutionary and that this type of ambiguity could be much improved by such treatment
Joke 4 tested the students‘ ability to make sense of humour in English jokes related to homophone In T1, 55% of the subjects could not recognize the funny point The situation was far much better in T2 Especially, with much more than half of the subjects (70%) scoring 1 in T2, the result showed that the students were good at the level of identify and explanation where the funny point was after the intervention period and this told that some type of linguistic jokes were interesting for the students in terms of double meaning
Discussions
3.3.1 Application of the authentic materials: benefits and challenges
The proposed authentic materials focus on developing competencies in understanding English humor and jokes through a needs analysis Each unit is dedicated to a specific type of joke, including linguistic jokes in the first three units, universal jokes in unit four, cultural jokes in unit five, and short funny stories in unit six This structured approach provides students with comprehensive resources for grasping the nuances of joke-telling, including the elements that make a joke effective, various joke types, and the contextual factors involved in humor By engaging with these materials, students gain exposure to figurative language and cultural aspects, allowing them to practice and appreciate English jokes more fully.
The materials align with Wulf's (2010) curriculum on humor competence, encompassing both canned jokes and spontaneous conversational humor While Wulf's curriculum is extensive and focuses on various joke types to enhance humor knowledge, the current study's materials specifically aim to improve the ability to interpret humor in English jokes This targeted approach is designed for teaching humor appreciation and performance to tour guide students.
When discussing the benefits of using authentic materials, it is crucial to recognize the cultural context in which jokes are created, particularly those crafted by English speakers for an English-speaking audience While jokes from authentic sources are popular among learners, translating Vietnamese jokes for TGU students often leads to misunderstandings, as these jokes do not resonate with foreign tourists who may be unfamiliar with Vietnamese humor An example of this occurred in a classroom setting, where a student’s translated joke failed to elicit laughter from a foreign teacher, highlighting the importance of cultural relevance in humor Additionally, interviews conducted during the needs analysis indicated that incorrect translations or fabricated jokes could mislead tourists, as ethnic humor often targets specific communities and can perpetuate misconceptions (Davies, 2011).
TGU students engaging with foreign tourists must immerse themselves in English humor and the cultural nuances of English-speaking countries to effectively connect with these communities To enhance their skills, students receive verified materials from teachers, which include a variety of cultural jokes and readings pertinent to visitors from nations like the United States, the United Kingdom, Australia, China, and Canada These English jokes are categorized by type—linguistic, cultural, and reality-based—and by topic, with a focus on areas such as tourism, restaurants, hotels, and the environment, ensuring that students are well-prepared for interactions in diverse contexts.
In 2014, TGU students were encouraged to engage with English jokes and culture, enhancing their understanding of humorous language in real-life contexts This exposure not only enriched their knowledge but also prepared them to effectively share jokes in their future careers.
The use of authentic materials in language learning offers significant advantages from both pedagogical and cultural perspectives Research indicates that foreign tourists prefer jokes about the country, people, and lifestyle, rather than inappropriate humor Such content is suitable for classroom use, as it helps students feel connected to the target language community TGU students reported increased confidence and satisfaction in understanding, appreciating, and sharing English jokes Additionally, they were motivated by the ability to find relevant materials for their own interests, encouraging them to continue exploring humor in the language for both pleasure and professional growth.
Authentic materials offer significant benefits by exposing students to the dynamic and evolving nature of humor in language Unlike static textbooks, these resources introduce learners to diverse text types and language styles, enhancing their understanding of complex linguistic concepts For instance, playful word combinations like "excellent" and "egg-cellent" or "sandwich" and "sand which" not only surprise students but also evoke laughter, making the learning experience more engaging and memorable.
They got amazed when they discovered that pen which is very common as an object for writing, now has another meaning of a living place of pigs
Authentic materials were carefully chosen based on a competency-based approach, exposing TGU students to a diverse range of activities essential for enhancing their tour guiding skills, including the art of humor and storytelling These materials not only fostered cultural awareness but also provided students with various jokes and insights into the culture of humor The TGU students acknowledged the educational value of these resources, which met the criteria of suitability, exploitability, and readability, marking a successful implementation of the proposed materials.
Using authentic materials, such as jokes, can be both challenging and problematic for language learners These materials may contain biases and be difficult for those outside the language community to grasp Additionally, the vocabulary may be overwhelming and not directly relevant to students' immediate needs For instance, when presented with the joke, "What is a crocodile's favourite game? – Snap," a student may feel confused and bored due to the unfamiliarity of the word "snap." However, once the term is explained as the sound made when catching prey, students can find it amusing and engaging.
Incorporating a native speaker in the classroom can effectively bridge the gap between L2 learners and the humor in the target language, as they can explain difficult words and cultural nuances (Raskin, 1985) However, poorly chosen jokes may cause confusion and demotivate students who struggle with unfamiliar humor Additionally, while using authentic materials in teaching can be time-consuming in both preparation and execution, it is crucial for developing students' language skills By utilizing a variety of resources such as cartoons, pictures, and online documentaries, educators can expose students to humorous language that they will encounter in everyday life and their future careers.
3.3.2 Application of humour competence model
This study highlights that Vietnamese tour guide students can enhance their understanding of humor in English jokes Initial pretest data indicated a low appreciation for jokes among the students However, following the intervention, posttest results revealed a significant improvement The findings demonstrate the positive impact of teaching humor through the use of authentic materials.
The effective use of authentic materials supports the integration of Hay's and Bachman's competence models to enhance students' understanding of humor in English jokes The implementation of these materials led to significant achievements, enabling students to recognize, comprehend, and share various types of English humor with foreign visitors At level 1 (Remembering), students could identify and name humor types; at level 2 (Understanding), they could explain the reasons behind the humor; and at level 3, they interpreted the mechanisms of humor This structured approach demonstrates the suitability of different comedy styles for language learning.
4 they are able to tell comics to the listener
Research indicates that English linguistic jokes are better understood when they involve lexical and syntactic ambiguities, while morphological ambiguities pose the greatest challenge for learners Vietnamese TGU students, despite their strong grasp of English grammar, struggle primarily with pronunciation Cultural jokes are particularly difficult for L2/FL learners to appreciate, whereas reality-based jokes are more comprehensible While cultural contexts appear in many jokes, their impact on understanding is diminished when these contexts are clarified by teachers Universal and widely recognized cultural references enhance comprehension This aligns with findings from Li and Chen (2006) and Semiz (2014), which suggest that EFL learners excel in jokes featuring lexical ambiguity compared to those with phonological and syntactic elements.
The study found that pre-intermediate TGU students can learn all three categories of jokes, contradicting Schmitz's (2002) hypothesis that intermediate learners better comprehend cultural jokes than linguistic ones In fact, both elementary and pre-intermediate learners successfully interpreted linguistic and cultural jokes when appropriately selected for teaching Additionally, the research did not determine any significant differences in joke understanding between male and female students, highlighting the conflicting results of previous studies by Schmitz (2002) and Li and Chen (2006) Ultimately, linguistic and cultural competence emerged as crucial factors influencing joke interpretation for both genders.
Teaching humor through jokes not only helps learners comprehend them but also enables them to appreciate, recite, and respond to humor in appropriate contexts This study successfully develops the skills necessary for understanding and telling jokes, emphasizing the importance of pragmatic competence The students’ ability to grasp humor in English jokes is enhanced by their linguistic, socio-cultural, and illocutionary competencies.
Chapter conclusion
This chapter presents the results from the preliminary and intervention phases of the study, utilizing a combination of quantitative and qualitative methods Data collection involved questionnaires, tests, and interview questions, ensuring a comprehensive understanding of the findings The analysis was conducted using SPSS, with results reported in percentages and T-test means.
A needs analysis was conducted to determine effective teaching methods for helping students understand and interpret English jokes, particularly in the context of tourism The analysis highlighted the importance of humor in tour guiding and identified gaps in college students' humor knowledge, presented in percentage form To address these deficiencies, a collection of authentic English jokes was proposed as instructional material Following the intervention, EFL tour guide students demonstrated significant improvement in both written and oral tests, indicating the effectiveness of using authentic materials in their education.
This concluding section of the thesis summarizes the key findings of the study, discusses its implications and limitations, and offers recommendations for future research.
1 Recapitulation 1.1 Answer to sub-question 1
The selected authentic materials for tour guide students were chosen based on specific criteria, focusing on suitable types and topics of English jokes for classroom and tour guiding contexts Jokes were sourced from comic books, the internet, and newspapers, reflecting tourists' preferences They were crafted for English-speaking audiences, employing self-enhancing humor appropriate for pre-intermediate and intermediate learners The jokes fell into three categories: linguistic, cultural, and reality-based, incorporating various linguistic ambiguities and socio-cultural knowledge related to interpersonal interactions and professional environments The humor types included one-liners, riddles, and short funny stories, ideally ranging from 100 to 300 words These materials aimed to improve TGU students' understanding of humor in English, supported by a teacher's guide and strategies such as task-based activities, role play, and problem-solving aligned with cognitive learning theory.
The intervention led to a notable decrease in challenges related to ambiguity, word meanings, structure, pronunciation, culture, length, and context of jokes, as evidenced by the comparison of pre-test and post-test results All three humor types showed improvement, with reality-based jokes being the most easily understood both before and after the intervention In contrast, cultural humor initially posed significant comprehension difficulties, though it also experienced a positive shift in understanding levels.
Initially, all three categories of jokes—reality-based, linguistic, and cultural—were equally challenging to understand due to factors such as word ambiguity, joke structure, pronunciation, and context However, reality-based jokes emerged as the easiest to grasp, while linguistic jokes were the most comprehensible Cultural jokes ranked in between, being more difficult than reality-based jokes but easier than linguistic ones In terms of joke length, reality-based jokes consistently posed the greatest comprehension challenge both before and after the intervention, although their difficulty level decreased over time Notably, cultural jokes maintained the highest complexity concerning cultural features, remaining the most difficult category to understand throughout the study.
TGU students demonstrated the ability to recognize, understand, and appreciate humor in English jokes, with many successfully reciting complete joke narratives This reflects their achievement of key competencies, as outlined in Table 1.5.
(1) Not to recognize the linguistic elementsin English joke texts (0 mark): sharply decreased (Joke 1, 2, 3, 4, 7, 8, 10, 11, 12)
(2) To recognize and understand the humour ambiguities (0.5 mark): highly increased (Jokes 1,3,4,5, 6, 7, 8, 10, 11, 12)
(3) To interpret the humour ambiguity (1 mark): highly increased (Jokes 1,3,4,5, 6,
7, 8, 10, 11, 12) Except for Joke 2 being a morphology and Joke 9 being a culture- based which fairly few students got the funny points
(4) To tell a full joke with good pronunciation in appropriate contexts: More than 40%
(5) To tell a full joke with good pronunciation and gesture in appropriate contexts: Between 20% and 28%
(6) To tell a full joke and make people laugh: More than 10%
The total of (4), (5) and (6) was more than 70% with six out of 15 students reached
―very good‖ and ―very funny‖ degrees at Competency No (6)
1.4 Answer to the overarching question
It is eventual to respond the overarching research question ―To what extent do the
EFL tour guide students demonstrated a strong ability to recognize, understand, and appreciate English jokes through the use of authentic materials Nearly all students could identify ambiguities in jokes, with over two-thirds successfully reciting full joke stories Most students not only grasped the humorous elements but also showed enthusiasm for both hearing and telling jokes The study revealed that two-thirds could deliver full-story jokes with good pronunciation, while one-third effectively incorporated appropriate gestures, highlighting the success of authentic materials in enhancing joke-telling performance The research supports the effectiveness of using authentic materials in the classroom, providing valuable insights for syllabus design, joke selection, and teaching methods, ultimately proving that teaching English jokes can significantly improve humor interpretation and recitation skills.
The comprehension of ambiguities in English jokes among EFL learners largely depends on their linguistic skills and cultural knowledge Research indicates that students easily understood both wordplay and reality-based jokes, as the selected humor was simple and not culturally ambiguous (Obrst, 2012) EFL learners, who possess adequate language skills, not only grasp humor but also enhance their linguistic and cultural understanding, as well as their poetic and illocutionary competencies Practicing English jokes improves their listening comprehension and expands their vocabulary and cultural awareness The involvement of foreign teachers significantly enhances the study's reliability, as they provide context and explanations for the jokes, aiding students in understanding puns Interestingly, some students with a strong sense of humor in their first language struggled with humor in their second language, indicating that familiarity with L1 humor does not guarantee comprehension of L2 humor; rather, it requires dedicated learning to appreciate and communicate effectively (Bell, 2007).
Methodological implications
This study employed mixed research methods to enhance the understanding of research methodologies in pragmatic studies, following an explanatory sequential design where quantitative methods were initially utilized, followed by qualitative methods (Creswell & Clark, 2011) The process began with extracting quantitative findings from large samples, which informed subsequent qualitative research for deeper insights The qualitative phase involved developing measures for a smaller sample based on initial findings, incorporating data collected through interviews and observations.
The use of mixed methods in this study offers several advantages, as it combines the strengths of both quantitative and qualitative research to compensate for each other's weaknesses While quantitative data lacks contextual understanding, qualitative data can struggle with generalizability and may introduce bias By integrating both approaches, the study achieves a more comprehensive understanding of the research problem Additionally, the mixed methods facilitate the development of context-specific instruments, enhancing the validity of the measures used in tests Despite the challenges of time consumption and increased effort, this approach yields a rich and diverse data source, addressing potential discrepancies in interpreting the findings.
Theoretical implication
The theoretical framework for enhancing tour guide students' ability to understand humor in English jokes comprises a structured system of authentic materials, humor competence, and humor appreciation Authentic materials serve as a primary empirical resource, while humor competence provides essential skills at a secondary level, culminating in humor appreciation as the pinnacle of development This framework highlights that English jokes, characterized by verbal humor, require not only knowledge of humor but also the competencies to recognize, comprehend, and retell funny stories By integrating Raskin (1985) and Hay (2001)’s humor competence models with Bachman (1990)’s pragmatic competence, the framework offers a coherent approach to developing humor comprehension Additionally, it aligns with cognitive learning theories and cognitive-perceptual processes, guiding effective teaching methods that utilize authentic materials to foster an appreciation of humor and the ability to recite English jokes.
Findings from the needs analysis (NA) revealed that foreign tourists (FTs) enjoy hearing jokes related to the country they are visiting However, many tour guide (TG) and tour guide university (TGU) students expressed fear about telling jokes to FTs due to language and cultural barriers Most TGU students struggled to understand and appreciate English humor for the same reasons To enhance their humor competence and performance, it is essential for these students to become familiar with the cultural nuances of humor To address this issue, Fabel's (2014) themes of humor were utilized to identify relevant humor themes within Vietnam's tourism context, leading to the development of authentic materials that meet the students' needs.
Pedagogical implication
The present study significantly enhances pedagogical practices by highlighting the importance of humor in the workplace for TGU students, particularly in the tourism sector It demonstrates that understanding and telling jokes can facilitate acceptance of authentic materials, which were carefully designed to develop essential skills like reading and listening comprehension This competency-based approach effectively prepares students for real-life scenarios, enabling them to adapt to new work environments The authentic materials used were tailored to the students' English proficiency and aligned with professional standards, proving that humor can be taught effectively Furthermore, the study suggests the development of a joke-telling course to improve communication and humor skills in line with the Vietnamese Ministry of Education's curriculum and CEFR requirements Lastly, it advocates for the integration of humor into college subjects through Content and Language Integrated Learning (CLIL), enriching the educational experience for aspiring tour guides.
Incorporating cross-cultural training into the curriculum for tour guide students enhances their understanding of diverse humor styles and cultural nuances This knowledge is essential for developing socio-cultural competence, which is crucial for creating a high-quality workforce in the tourism industry, both in Vietnam and globally.
Limitations
One limitation of the study's generalization is that the 20 TGU students who participated in the intervention to enhance their understanding of humor in English jokes were all from a single university While their positive outcomes provided a new educational perspective, the findings may not be applicable across the entire country.
Suggestions for further studies
Further research should focus on two key areas: first, the compilation of authentic jokes that feature more complex forms of humor, including incongruity in genre and context, as outlined in Obrst's (2012) linguistic humor structure spectrum Second, it is essential to explore the impact of socio-cultural competence on the performance and creation of jokes, particularly among international tour guides in the workplace.
In conclusion, this study has proven that humor can be trained, challenging the belief that a sense of humor is innate and unteachable, particularly among Vietnamese tour guide students learning English as a foreign language The findings indicate that these students can enhance their ability to understand and recite English jokes through targeted training Additionally, mastering humor in English has significantly improved their language and communication skills, thereby facilitating better English language learning This research represents a significant advancement in developing a highly-skilled workforce for the tourism industry.
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APPENDIX 1: SURVEY QUESTIONNAIRE FOR TOUR GUIDES
Chúng tôi đang tiến hành một cuộc khảo sát về nhu cầu học truyện cười của sinh viên ngành hướng dẫn du lịch tại các trường cao đẳng và đại học ở tỉnh Khánh Hòa Để trở thành một hướng dẫn viên giỏi, không chỉ cần thành thạo ngoại ngữ để giới thiệu danh lam thắng cảnh mà còn phải biết cách giao tiếp hài hước, giúp khách du lịch thoải mái hơn trong các chuyến tham quan Ý kiến của anh/chị rất quan trọng và sẽ góp phần vào sự thành công của cuộc điều tra Xin chân thành cảm ơn sự hỗ trợ của anh/chị Vui lòng đánh dấu √ vào ô trống cho câu trả lời mà anh/chị chọn.
Rất nhiều nhiều không nhiều ít không thích
2 Tôi từng kể truyện cười bằng tiếng Anh cho khách du lịch nước ngoài
luôn luôn Thường xuyên thỉnh thoảng hiếm khi không bao giờ
3 Mức độ thành công của tôi khi kể những loại truyện cười sau
Loại truyện cười Mức độ thường xuyên thành công
1 Truyện cười của người Việt cho du khách Việt Nam
2 Truyện cười nước ngoài cho du khách Việt Nam
3 Truyện cười của người Anh cho du khách quốc tế
4 Truyện cười của người Mỹ cho du khách quốc tế
5 Truyện cười của người Việt cho du khách quốc tế bằng tiếng Anh
6 Truyện cười ngắn của người Anh (1 hoặc 2 câu) cho du khách quốc tế
7 Nói những câu đùa về chơi chữ đúng ngữ cảnh với khách quốc té
8 Những câu đùa về giao thoa văn hóa Việt - Anh cho Khách quốc tế
4 Mức độ khó khăn của tôi khi kể truyện cười bằng tiếng Anh
Các nhân tố Mức độ khó khăn
Rất Khó Khó Hơi khó Không khó
5 Mức độ phù hợp của những tình huống khi tôi kể truyện cười bằng tiếng Anh
Tình huống Mức độ phù hợp
1 Khi người hướng dẫn giới thiệu về mình và tổ công tác
2 Trong lúc đang giới thiệu về điểm du lịch
3 Khi du khách ở trên xe giữa hai điểm du lịch
4 Khi du khách nghỉ chân tại nhà hàng hoặc quán café
5 Khi gần kết thúc chuyến đi
6 Chương trình đào tạo hướng dẫn viên du lịch hiện nay có bài giảng về truyện cười bằng tiếng Anh không?
Có Có nhưng chưa học không có
7 Mức độ đồng ý của tôi về những ý kiến sau Ý kiến Mức độ đồng ý
1 Hướng dẫn viên du lịch cần hiểu biết về truyện cười bằng tiếng Anh nhằm phục vụ du khách quốc tế
2 Không thể kể truyện cười của người Việt cho du khách quốc tế
3 Có thể chọn lọc truyện cười của người Việt để kể cho du khách quốc tế
4 Hiểu biết về quốc tịch của du khách là cần thiết để kể truyện cười hoặc nói câu đùa thành công
5 Hiểu biết về nghề nghiệp của du khách là cần thiết để kể truyện cười hoặc nói câu đùa thành công
6 Hiểu biết về độ tuổi của du khách là cần thiết để kể truyện cười hoặc nói câu đùa thành công
7 Hiểu biết về giới tính của du khách là cần thiết để kể truyện cười hoặc nói câu đùa thành công
8 Hiểu biết về văn hóa kể chuyện của du khách là cần thiết để kể truyện cười hoặc nói câu đùa thành công
9 Tính hài hước là cần thiết đối với hướng dẫn viên du lịch
10 Hướng dẫn viên du lịch cần có một khóa bồi dưỡng thêm về các kiến thức cơ bản của truyện cười
8 Tôi thích học loại truyện cười
Loại truyện cười Mức độ thích
Rất thích Thích Hơi thích
1 Truyện cười ngắn của người Anh
2 Truyện cười ngắn của người Mỹ
3 Truyện cười chơi chữ của người Anh
4 Truyện cười ngắn có một hoặc hai câu
5 Những câu đùa về giao thoa văn hóa Việt-Anh
9 Tôi muốn rèn luyện các kỹ năng khi học khóa học về Truyện cười
Kỹ năng Rất nhiều Nhiều Một ít Không muốn
5 Nói và kể truyện cười đúng và hợp lý
We are conducting a survey to assess the importance of humor and jokes for tour guide students in colleges and universities located in Khanh Hoa province Your insights are invaluable and will significantly contribute to the success of our research Thank you for your participation and support.
Please put √ in the box () that best indicates your answer with the question
Very much Much Not much A little Do not like
2 I ever tell jokes in English to foreign tourists
Always Usually Sometimes Rarely Never
3 My success frequency when telling jokes:
Types of jokes Success frequency
Always Usually Sometimes Rarely Never
1 Vietnamese jokes for Vietnamese tourists
2 Foreign jokes for Vietnamese tourists
3 British jokes for foreign tourists
4 American jokes for foreign tourists
5 Vietnamese jokes for foreign tourists in English
6 English short jokes (one-or-two liners) for foreign tourists
7 Make jokes about contextual play with foreign tourists
8 English-Vietnamese cross-culture jokes for foreign tourists
4 My difficulty in telling jokes in English
Very difficult Difficult Slightly Difficult Not difficult at all
5 Suitable situations when I tell jokes in English
Very suitable Suitable Slightly suitable
1 When the instructor introduces himself and his team
3 When visitors are on the bus between two tourist destinations
4 When vistors have a rest at a restaurant or café
5 By the end of the tour
6 Do you have a program of learning English jokes?
7 My agreement on the following comments
Very agree Agree Slightly agree
1 Tour guides need to know about jokes in English to serve foreign tourists
2 It is imposible to tell Vietnamese jokes to foreign tourists
3 It is possible to select Vietnamese jokes to tell to foreign tourists
4 It is necessary to know the nationality of tourists to tell good jokes
5 It is necessary to know the occupation of tourists to tell jokes
6 It is necessary to know the age of tourists to tell jokes
7 It is necessary to know the gender of tourists is to tell jokes
8 It is necessary to know the steriostyle of tourists to tell jokes
9 Humor is necessary for the tour guiding job
10 Tour guides need a course on basic knowledge of jokes
8 I like to learn these types of joke
Types of jokes Degree of liking
Very much Much Alittle Not at all
4 Short jokes with one or two sentences
5 English-Vietnamese cross culture jokes
`9 I want to improve these when I attend a joke-telling course
Skills Very much Much A little Not at all
APPENDIX 2: SURVEY QUESTIONNAIRE FOR TOURISTS
We seek your assistance in answering questions about teaching jokes and humor for tour guiding students This survey aims to gain insights into the specific needs and learning preferences of our target audience Your honest opinions are crucial for the success of this research Thank you for your valuable contribution.
Please put √ in the box (□) that best indicates your answer with the question
4 How much do you like jokes?
□Very much □Much □ Not much □Little □None
5 Have you ever heard jokes from tour guides during the tours?
□ Always □ Usually □ Sometimes □ Rarely □ never
6 How much do you like doing these activities during the tour?
Activities very much much a little not at all
6 Hearing funny stories from tour guide
7 How much do you like hearing these types of jokes?
Type of jokes very much much a little Not at all
5 One-and two-liner jokes
6 Joking on the cross cultures
8 How much do you like hearing these topics of jokes?
Topics of jokes very much much a little Not at all
9 How much appropriateness of these situations is for the jokes that you want to hear from a tour guide?
Situations Very appropriate Appropriate Slightly appropriate
1 When the tourguide introduces himself
2 At the attractions when the tourguide is presenting
4 When you are taking a short rest at the coffee shop
5 By the end of the tour
APPENDIX 3: SURVEY QUESTIONNAIRE FOR TEACHERS
We seek your assistance in answering questions about the use of jokes in teaching tour guiding students Your honest opinions are crucial for the success of our research Thank you for your valuable input.
Please put √ in the box () that best indicates your answer with the question
1 How much do you like jokes?
Very much Much Not much Little
2 Have you ever used jokes in your English language teaching classes?
3 If so, what type of joke have you ever used in your teaching? (maybe more than one choice for this question)
Long funny storiesshort funny stories Puns one-and two-liners funny riddles Others (specify): ………
4 Are your students interested in the jokes?
not at all not really so-so quite a lot
5 Have you ever taught English jokes for your tourism students?
6 Is the joke ever taught in the training curriculum for tourguiding students at your college /university?
Yes, already Yes, but not popular Yes, but no available material No, never
7 How long do you think a course of learning jokes and joking should be?
One credit two credits three credits four credits
8 How much do you agree with these statements?
Statements strongly disagree disagree agree strongly agree
1 Tourguiding students need to have the humour sense to serve international tourists
2 English jokes are a potential source of making humour in tourism
3 Tourguiding students need to learn jokes to serve international tourists
4 There should be a course to teach jokes for tourguiding students
5 The course should be compulsory
6 The course should be selective
7 Students at pre-intermediate English level can learn jokes
8 Students at any level of English can learn jokes
9 Jokes should be learnt as a means of communication
10 Learning jokes helps enhance speaking
11 Learning jokes helps enhance listening
12 Learning jokes helps enhance reading
13 Learning jokes helps enhance writing
14 Learning jokes helps enhance humour sense
15 Awareness of joking culture is necessary
9 How much should this type of jokes be taught in the curriculum?
Type of jokes very much much a little not at all
5 One-and two-liner jokes
6 Joking on the cross cultures
10 How much difficulty of these will your students meet when learning jokes in English?
Very difficult difficult Slightly difficult not difficult at all
11 How much of the following do the students need when learning jokes?
Knowledge and skills very much Much a little not at all
APPENDIX 4: SURVEY QUESTIONNAIRE FOR STUDENTS
Chúng tôi tiến hành điều tra về nhu cầu học truyện cười của sinh viên ngành hướng dẫn du lịch tại các trường cao đẳng và đại học ở Khánh Hòa Để trở thành một hướng dẫn viên du lịch xuất sắc, không chỉ cần thành thạo ngoại ngữ mà còn phải biết cách tạo không khí vui vẻ cho khách hàng bằng những câu chuyện hài hước Ý kiến của bạn rất quý giá và sẽ góp phần vào thành công của cuộc điều tra này Xin chân thành cảm ơn sự hỗ trợ của bạn Hãy đánh dấu √ vào câu trả lời mà bạn chọn.
Rất nhiều nhiều ít không thích
2 Tôi từng kể truyện cười bằng tiếng Anh cho khách du lịch nước ngoài
luôn luôn Thường xuyên thỉnh thoảng hiếm khi không bao giờ
3 Mức độ thành công của tôi khi kể những loại truyện cười sau
Loại truyện cười Mức độ thường xuyên thành công
1 Truyện cười của người Việt cho du khách Việt Nam
2 Truyện cười nước ngoài cho du khách Việt Nam
3 Truyện cười của người Anh cho du khách quốc tế
4 Truyện cười của người Mỹ cho du khách quốc tế
5 Truyện cười của người Việt cho du khách quốc tế bằng tiếng Anh
6 Truyện cười ngắn của người Anh (1 hoặc 2 câu) cho du khách quốc tế
7 Nói những câu đùa về chơi chữ đúng ngữ cảnh với khách quốc té
8 Những câu đùa về giao thoa văn hóa Việt - Anh cho Khách quốc tế
4 Mức độ khó khăn của tôi khi kể truyện cười bằng tiếng Anh
Nhân tố Mức độ khó khăn
Rất Khó Khó Hơi khó Không khó
5 Chương trình đào tạo hướng dẫn viên du lịch hiện nay có bài giảng về truyện cười bằng tiếng Anh không?
Có Có nhưng chưa học không có
6 Tôi nghĩ rằng nghề hướng dẫn viên cần được học để hiểu sâu về truyện cười bằng tiếng Anh nhằm phục vụ khách quốc tế
Rất không đồng ý không đồng ý đồng ý rất đồng ý
7 Tôi thích học loại truyện cười
Loại truyện cười Mức độ thích
Rất thích thích Hơi thích Không thích
1 Truyện cười ngắn của người Anh
2 Truyện cười ngắn của người Mỹ
3 Truyện cười chơi chữ của người Anh
4 Truyện cười ngắn có một hoặc hai câu
5 Những câu đùa về giao thoa văn hóa Việt-Anh
8 Tôi muốn rèn luyện các kỹ năng khi học khóa học về truyện cười
Kỹ năng Rất nhiều Nhiều Một ít Không muốn
5 Cách nói và kể truyện cười đúng và hợp lý
We are conducting a survey to assess the importance of humor and jokes for tour guide students at colleges and universities in Khanh Hoa province Your valuable insights will significantly contribute to the success of this survey Thank you for your participation and support.
Please put √ in the box () that best indicates your answer with the question
Very much Much Not much A little Do not like
2 I ever tell jokes in English to foreign tourists
Always Usually Sometimes Rarely Never
3 My success frequency when telling jokes:
Types of jokes Success frequency
Always Usually Sometimes Rarely Never
1 Vietnamese jokes for Vietnamese tourists
2 Foreign jokes for Vietnamese tourists
3 British jokes for foreign tourists
4 American jokes for foreign tourists
5 Vietnamese jokes for foreign tourists in
6 English short jokes (one-or-two liners) for foreign tourists
7 Make jokes about contextual play with foreign tourists
8 English-Vietnamese cross-culture jokes for foreign tourists
4 My difficulty in telling jokes in English
Very difficult Difficult Slightly Difficult Not difficult at all
5 Suitable situations when I tell jokes in English
Very suitable Suitable Slightly suitable
1 When the instructor introduces himself and his team
3 When visitors are on the bus between two tourist destinations
4 When vistors have a rest at a restaurant or café
5 By the end of the tour
6 Do you have a program of learning English jokes?
7 I like to learn these types of joke Types of jokes Degree of liking
Very much Much Alittle Not at all
4 Short jokes with one or two sentences
5 English-Vietnamese cross culture jokes
8 I want to improve these when I attenda joke-telling course
Skills Very much Much A little Not at all
APPENDIX 5: A INTERVIEW QUESTIONS FOR TOUR GUIDES
1 How long have you worked on the tour guiding job?
2 How often do you tell you during the trip?
3 What types of jokes do you often tell?
4 What topic of jokes do you often tell?
5 Do you think it is necessary to know about foreign tourists‘:
6 In what ways do you think it is successful to tell English jokes to tourists?
7 Do you ever tell Vietnamese jokes which are translated into English to foreign tourists?
8 Is it good to tell jokes or funny remarks about Vietnamese daily activities to foreign tourists?
B INTERVIEW QUESTIONS FOR FOREIGN TOURIST
1 Do you like hearing jokes on your visting trips?
2 Have you ever heard jokes told by Vietnamese tour guides on your visiting trips?
3 Do you like their jokes?
4 What types of jokes do you like?
5 What topics of jokes do you like?
C INTERVIEW QUESTIONS FOR TOUR GUIDE UNDERGRADUATE
STUDENTS (DIFFICULTY CATEGORIZATION IN COMPREHENDING ENGLISH
Students engaged with 5 to 6 jokes from English joke books, exploring various types including linguistic, universal, and cultural humor After a reading period of 15 to 20 minutes, they were prompted to answer specific questions related to their experience.
1 What is the funny point of this joke?
2 Do you laugh at this joke? Why / why not?
3 Can you explain the funny point of this joke? Why / why not?
4 Why do you not laugh at this joke?
5 What difficulties do you have when you read this joke?
APPENDIX 6: QUESTIONNAIRE FOR TEACHERS OF ENGLISH FOR
TOURISM (VERIFYING THE SUGGESTED AUTHENTIC MATERIALS)
1 Tài liệu được biên soạn có tên là Joke Funniness với 6 đơn vị bài học Trong mỗi đơn vị bài sự hiểu hài hước được nâng cao theo quy trình: kinh nghiệm – thu nhận – thực hành – thực tập Quy trình này có được thể hiện trong tài liệu không? Xin góp ý
The author has written Joke Funniness so that within each unit, the appreciation of humour through jokes is enhanced following the orderly path of experience – input – task – project
Do you feel that this approach works?Please comment
2 Cấp độ của tài liệu có phù hợp với trình độ sinh viên không (về từ ngữ, nội dung, hoạt động, v.v…)? Xin góp ý
Is the level of the material appropriate for the students (in vocabulary, content of the jokes, activities, etc)? Please comment
3 Chương trình có phù hợp với nhu cầu giảng dạy của Thầy/Cô ở cấp độ này không, xét về nội dung và tổ chức của chương trình thực hiện tài liệu?
Is the syllabus appropriate for your needs at this level, in terms of coverage and organisation? Would you recommend any changes?