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A proficiency‐based analysis of EFL learners' humorous language play
Author(s) -
HeidariShahreza Mohammad Ali
Publication year - 2018
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12212
Subject(s) - conceptualization , perspective (graphical) , psychology , relevance (law) , language proficiency , linguistics , qualitative analysis , qualitative research , mathematics education , sociology , computer science , social science , philosophy , artificial intelligence , political science , law
Besides having significant pedagogical functions, learner‐initiated humorous language play may shed light on learners' linguistic knowledge and development. Hence, through a mixed methods design, this study explored the humorous language play instigated by 86 Iranian EFL learners at elementary, intermediate and advanced level. The quantitative analysis of the learners' humorous interaction revealed several proficiency‐based variations (e.g., higher relevance and wider linguistic coverage of their humor in advanced proficiency). Also, the participants' ‘multicompetence’ and ‘strategic attitude’ emerged as two major themes in the qualitative analysis. Building on linguistic and pedagogical perspective, the findings provide insights into an expanded conceptualization of L2 proficiency and a view of L2 learners as multicompetent communicators. Within the purview of the study's limitations, the paper also suggests directions for further research.