Effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California

THE PROBLEM. The purpose of this study was to investigate the perceptions of second language learners of English about humor in their native language as compared to perceptions about humor in English, in addition to documenting the effects and perceptions of a humor competence curriculum in an Intensive English Program in Southern California.;METHOD. A mixed methods study was conducted, combining a quasi-experimental pre-test post-test design with qualitative data collection. Thirty-five advanced learners of English were given eight weeks of humor competence instruction. Before and after the course of humor instruction they responded to a Likert-scale questionnaire about their perceptions of humor in their native language and about humor in English. They also took a pre-test and a post-test of comprehending and producing humor in English, in addition to keeping weekly humor diaries and responding to a final humor program evaluation questionnaire.;RESULTS. A t-test found a statistically significant difference (95% level of confidence) in students' perceptions about humor in their native language as compared to their perceptions about humor in English, but did not show a significant difference comparing these perceptions before and after the course of instruction. A t-test at the 95% level of confidence also found statistically significant improvement in students' perceptions and comprehension of comedy videos in English after the course of instruction, but could not establish significant differences in students' production of humorous remarks in assigned role-play situations. Qualitative results, however, did show improvements in students' perceptions and production of humor with instruction, as well as positive student evaluations of a humor competence curriculum. Many themes emerged from participants' humor diaries, related to the use of humor in their native cultures and in the US, joking taboos, favorite comedy shows, and strategies for dealing with conversational humor in a second language. In general, the results suggest that humor competence training is needed and can be effective in the second language classroom.