The Viability of Humorous Techniques in the Teaching of English as a Second Language (ESL) Students in Selected Secondary Schools in Ondo State
DOI:
https://doi.org/10.53555/es.v3i9.203Keywords:
teaching of English Language,, levels are geared towards methods, studentsAbstract
Latest developments in the teaching of English Language, especially at the primary and
secondary schools’ levels are geared towards methods and techniques of improving the quality of
teaching in order to ensure good performances of students. Also, scholars are willfully interested
in pedagogical approaches that could enhance effective teaching of the language. Hence, the
employment of humour, which is regarded as what is perceived as humorous by the participants
in communication, is an innovative way of assisting students in the learning process. It has been
argued by scholars in the field of psychology that humour has a lot of benefits. These benefits
could also be achievable when humour is systematically employed in teaching, especially in the
teaching of English Language. The research was designed for three secondary schools selected
across the three senatorial districts in Ondo state, Nigeria. They are Imade College, Owo; Igoba
High School, Akure; and Gboluji Grammar School, Ile-Oluji. Three Hundred Students from the
schools served as the research subjects as they were taught specific topics with the application of
humour and without its application. After two weeks, assessments were conducted. It was
observed that students performed better in topics taught through the application of humorous
techniques in all the schools. The research demonstrated that humour could make the classroom
environment lively, facilitate acquisition and retention of vocabulary, and increase the general
performances of students.
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