JALT2025 Postconference Publication Selected Paper
This paper was chosen as a Selected Paper through consultation with the JALT Publications Board. We express our congratulations to these authors and our appreciation of their well-written paper.
Reference Data:
Neff, P., & Rucynski, J. (2026). Guidelines and considerations for incorporating humor into a task-based language teaching curriculum. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-06
Humor is a fundamental component of human communication, yet only recently has its role in language education begun to receive increasing attention. Although humor’s potential for improving classroom atmosphere is clear, finding an effective way to teach not only with humor but also about it can be challenging. Moreover, language instructors frequently overlook or neglect humor’s potential to enhance their learners’ language ability as well as their intercultural awareness. For those seeking a pedagogical option that facilitates greater communicative competence among learners without sacrificing the core potential that humor has in its development, task-based language teaching (TBLT) provides a compatible approach. In this paper, we propose seven guidelines and considerations for those who wish to include humor as a core component of their task-based lessons.
ユーモアは人間のコミュニケーションの基本的な要素ですが、言語教育におけるその役割が大きな注目を集め始めたのはごく最近のことです。教室の雰囲気を改善するユーモアの可能性は明らかですが、ユーモアを使って教えるだけでなく、ユーモアについて教えるための効果的な方法を見つけるのは難しい場合があります。さらに、語学教師は、学習者の言語能力と異文化認識を高めるユーモアの可能性を見落としたり、無視したりすることがよくあります。ユーモアが言語発達に果たす中核的な可能性を犠牲にすることなく、学習者間のコミュニケーション能力を高めることを促進する教育オプションを求めている人にとって、タスクベース学習（TBL）は互換性のあるアプローチを提供します。本稿では、TBLレッスンの中核要素としてユーモアを取り入れたい人のために、一連のガイドラインとして構成されたさまざまな考慮事項を検討します。
