Özet:
Humor is an integral component of any language and therefore has an impact on
the way languages are acquired/learned. Numerous studies have investigated the
role of instructor humor in teaching/learning processes; however, there is little
empirical research on the relationship between instructor humor and learning of a
second language. This paper investigated the relationship of English as a second
language (ESL) instructors’ humor orientation (IHO) to students’ perceptions of
second language learning (SLL). Perceived L2 learning was also examined in
relation to students’ perceived importance of humor (IH) and effects of humor
(EH). Additionally, variations in the interaction between IHO, SLL, IH and EH
across students’ education level, ethnicity and gender were examined. It was found
that high levels of instructor humor orientation associated significantly with
students’ L2 learning perceptions. Also strong correlations were found between
students’ perceived SLL behaviors and their perceived IH and EH. However,
student perceived IHO, SLL, IH and EH did not vary significantly across their
gender, ethnicity, and education level. Implications of the study for second
language education and materials development along with the limitations of the
study have been discussed.
