American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2019, 7(6), 407-417
DOI: 10.12691/education-7-6-6
Open AccessArticle

Designing Humorous Materials in Teaching Vietnamese Language in Primary Schools in the Perspective of Constructivism Theory

Le Thi Lan Anh1,

1Primary Education Faculty, Hanoi Pedagogical University 2, Xuan Hoa, Phuc Yen, Vinh Phuc, Vietnam

Pub. Date: June 27, 2019

Cite this paper:
Le Thi Lan Anh. Designing Humorous Materials in Teaching Vietnamese Language in Primary Schools in the Perspective of Constructivism Theory. American Journal of Educational Research. 2019; 7(6):407-417. doi: 10.12691/education-7-6-6

Abstract

Humorous materials in teaching in general and in teaching Vietnamese language in primary schools in particular are indispensable spiritual food for children. They are also important elements in exciting lessons which connect students and the teacher, and bridge every gap. Humorous materials make the lessons much more interesting and appealing. This article aims at identifying the values of humorous materials and examining the use of humorous materials in teaching Vietnamese in primary schools. With three primary values, namely cognitive value, aesthetic value and entertainment value, humorous materials play an important role in enhancing the teaching quality. Firstly, 83 humorous materials in the primary school textbooks of Vietnamese subject are collected and classified into sub-skill categories. Secondly, the awareness, the resources and the frequency of using humorous materials by teachers in two primary schools in Vinh Phuc and Hanoi are examined. Thirdly, the compatible relationship between the use of humorous materials and constructivist teaching, especially 5E process, is analyzed. Last but not least, a constructivism-based designing process of humorous materials is proposed and the experimental application of this procedure by 38 third-year students in Primary Education Faculty, Hanoi Pedagogical University 2 and 36 primary school teachers is presented. The findings indicate that the designing process of humorous materials is highly workable in teaching Vietnamese language in primary schools.

Keywords:
humorous materials constructivism primary schools

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Figures

Figure of 7

References:

[1]  Truyen, B.T, “Funny stories and their impacts in teaching in Primary schools”, Journal of Science, Ho Chi Minh University of Education, 6 (71), 2015, 69-80.
 
[2]  Anh, L. T. L, Humorous materials in teaching Vietnamese in primary schools, National University Publishing House, 2016.
 
[3]  Hoang Nguyen Huy Pham, The use of humour in EFL teaching: A case study of Vietnamese university teachers' and students' perceptions and practices, A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Arts and Design, University of Canberra, Australia- canberra.edu.au, 2014.
 
[4]  Berk. R. A, Student ratings of 10 strate- gies for using humor in college teaching, Journal on Excellence in College Teaching, 7 (3), 1996, 71-92.
 
[5]  D Tamblyn “Laugh and learn: 95 ways to use humor for more effective teaching and training”, Journal of Applied Management and Entrepreneurship; Sheffield Vol. 8, Iss. 3, 2003, 124-126.
 
[6]  Robert A. Stebbins, The role of humour in teaching: strategy and self-expression, Teacher Strategies (RLE Edu L): Explorations in the Sociology of the School, 2012.
 
[7]  A Fterniati, A Archakis, V Tsakona, Scrutinizing humorous mass culture texts in class: A critical language teaching proposal, International Journal of Humor Research Vol. 4 issue 1, 2015, 28-52.
 
[8]  J Muñoz-Basols, Learning through humor: Using humorous resources in the teaching of Foreign Languages, The A.T.I.S. Bulletin, 2005, 42-46.
 
[9]  AM Hayati, ZG Shooshtari (2011), Using humorous texts in improving reading comprehension of EFL learners, Theory and Practice in Language Studies, Vol. 1, No. 6, 2011, 652-661.
 
[10]  D Rochmawati - Buana Pendidikan (2011), “Teaching the humorous texts in English as a foreign language (EFL) Classroom”, Jurnal Buana Pendidikan, Jurnal.unipasby.ac.id, Vol 7 No 12, April 2011, 1-14.
 
[11]  K Wilson, J Miller…, Humorous materials to enhance active learning, Journal Higher Education Research & Development, Volume 36, Issue 4, 2017, 791-806.
 
[12]  L Kang, Humorous Teaching in College English Class- Advances in Social Science, Education and Humanities Research, volume 90, 2017.
 
[13]  H Shimei, On the Humorous Teaching of Reading and Writing Lessons in College English Classroom- The Guide of Science & Education - en.cnki.com.cn, 2013.
 
[14]  Aliye, E, “The Constructivist Approach in Education”, Journal of Education and Future, No 3, 2013, 61-77.
 
[15]  Bruner, J. S. (1985). Models of the Learner. Journal Article: Educational Researcher, Vol 14, No.6, p.5-8.
 
[16]  Bruner, J. S. (1986). Models of the Learner. Educational Horizons, Vol.64, No.4, p.197-200.
 
[17]  Glasserfield, E. V. (1995). A constructivist approach to teaching, In Constructivism in education. Hillsdale: NJ: Lawrence Erlbaum.
 
[18]  Glasserfield, E. V. (1995). Radical constructivism: A way of knowing and learning. London & Washington, D.C.: The Falmer Press.
 
[19]  Phe Hoang (chief author) (1988), Vietnamese Dictionary, Vietnam Social sciences publishing house.
 
[20]  Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. Colorado Springs, CO: BSCS.
 
[21]  Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), p.10-13.