Teachers of English to speakers of other languages have often incorporated humor in the curriculum, yet a recent computer search revealed that there were no empirical studies which have shown that curricular humor enhances English language learning. The three specific questions of the thesis are: does the use of curricular humor 1) improve memory/recall, 2) improve over-all English proficiency, and 3) result in the subjects' having more positive attitudes towards Americans, and if so, does a more positive attitude correlate with improved memory/proficiency?
| Identifer | oai:union.ndltd.org:pdx.edu/oai:pdxscholar.library.pdx.edu:open_access_etds-4664 |
| Date | 01 January 1987 |
| Creators | Carruthers, John R. |
| Publisher | PDXScholar |
| Source Sets | Portland State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations and Theses |
Page generated in 0.1627 seconds