CATEGORY-ACTIVITY PUZZLES AS RESOURCES FOR HUMOUR IN L2 CLASSROOMS

Çopur N.

HUMOR : INTERNATIONAL JOURNAL OF HUMOR RESEARCH, cilt.35, ss.1-21, 2025 (AHCI, SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 35
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1515/humor-2024-0079
  • Dergi Adı: HUMOR : INTERNATIONAL JOURNAL OF HUMOR RESEARCH
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, Communication & Mass Media Index, Communication Abstracts, Linguistic Bibliography, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, Sociological abstracts
  • Sayfa Sayıları: ss.1-21
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

Categories are inference-rich and do implicative work storing a great

deal of knowledge that members of a society have about the society. Drawing on

Membership Categorization Analysis, and sequential analysis from Conversation

Analysis, this study explores participants’ categorial orientations in talk-ininteraction

that is produced and/or treated as humorous in the Second Language

(L2) classrooms. More specifically, this study presents an in-depth analysis of the

way category-activity puzzles, which display incongruous combination of membership

categories and category-bound activities, are formed, and made relevant

and consequential in talk that is produced and/or treated as humorous. In doing

so, it unpacks how participants invoke, negotiate, and deal with category-activity

puzzles as resources for producing and/or treating utterances as humorous in

L2 classrooms. The analysis will also illustrate the way participants use their

understanding of common-sense knowledge and category memberships as a

resource in managing and negotiating incongruities created through categorypuzzles,

which are treated as humorous. As such, this study contributes to the

growing body of MCA and humor studies in classrooms and advances our

understanding with regards to the categorial orientations of participants in L2

classrooms.