Semantic cleverness.


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The jokes will be exhibited on a card with the joke on one side and the punch ... the joke interesting, and characterize the multifaceted nuance of the
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Slide 1

Phonetic diversion Charity Smith-Engelin and Dr. Mary Ann Lowe

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Purpose 42% of understudies on my case load experience issues with comprehension phonetic diversion. Understudies learn about left being not able take part in "getting the Joke" and appreciating it with their companions. (Miczo,2004) .

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What is Humor? Disjointedness Resolution Theory The confusion of an announcement is determined toward the end of a joke through a sort of critical thinking or: "the punch-line is seen to bode well at some level with the prior data in the joke" (Spector, 1992. Pg 20). Spector (1992), talks about the sorts of semantic cleverness in the accompanying slides.

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Types of Linguistic Humor Phonological Humor- - The joke is on the phoneme and is proper for a very long time 6-8 years. (Shumann, 2009) . Distinction of one phoneme: " What\'s a steed\'s most loved amusement? - Stable Tennis" (Dunn, pg 94) . Metathesis- - sound and word inversions: "What\'s the contrast amongst Shrek and a dish of carrots? - One is an interesting mammoth and the other is bunny feast" (Dunn, Pg 94) . Stress Juncture- - accentuation on the wrong syllable: "What do you call a dead chicken that likes to panic individuals? - A Pultrygeist" (Dunn, pg 94) .

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Types of Linguistic Humor Morphological Humor- - The joke is on the word and is most fitting for a very long time 8-10 (Schumann, 2009). Unpredictable Morphology- - Spelling contrast: " What did the rabbit give his better half? - A 24 carrot ring". (Dunn, pg 81) . Morphological- - Explores word importance or semantics: "What sort of creature turns out just on shady days? - A reindeer". (Dunn, pg 63) . Misuse of bound morphemes- - A bound morpheme is mistaken for an autonomous word. "On the off chance that a miserable individual is disappointed, is a cheerful individual gruntled? (answer is "yes", gruntled is a genuine word we don\'t utilize any longer).

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Types of Linguistic Humor Morphological Humor proceeded with Pseudomorphology - "An autonomous word is mistaken for a bigger word yet the arrangement is not by any stretch of the imagination a morpheme of the bigger word": What sort of pet makes the best instrument ? - A trumpet". (Spector, 192 pg 21) .

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Types of Linguistic Humor Syntactic Humor- - The Joke is on the sentence structure and is suitable for a very long time 10-14 years (Schumann, 2009). Phrase structure- - The grouping of words has more than one syntactic significance. "Why did the skeleton climb a tree? - Because a puppy was after his bones". (Dunn, pg 90) Metalinguistic- - The joke is on the dialect frame and not the significance. "What two letters of the Alphabet contain nothing? - M. T.". (Spector, 192 pg 21) .

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Skills expected to comprehend etymological cleverness According to Spector (1992), the required aptitudes are: Large vocabulary base "What is noisier than a Whooping Crane? - A Trumpeter Swan" (Dunn, pg 90) . One needs to realize what these winged creatures are and that "whooping" is a sound. World Knowledge "Why does the flamingo stand on one leg? - Because on the off chance that he lifted that leg off the ground, he would tumble down". (Dunn, pg 55) . One needs to realize what flamingos are and that they are known not on one leg.

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Skills expected to comprehend semantic funniness More on abilities expected to comprehend etymological amusingness. Metalinguistic aptitudes "What two letters of the Alphabet contain nothing? - M. T.". (Spector, 192 pg 21) . One must have the capacity to comprehend about dialect and it\'s mechanics. Information of non-literal dialect "Why did the owl say \'tweet, tweet\' - Because she didn\'t give a hoot". (Dunn, pg 72) . One needs to comprehend that "Didn\'t give a hoot" is an expression about not thinking about something.

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Teaching the abilities Identify the disjointedness Teach understudies to find words that are equivocal, for example, words with twofold implications. "Why don\'t reindeer wear chimes? - Because they as of now have horns". (Dunn pg 49) . One must have the capacity to comprehend about dialect and it\'s mechanics. Resolve the confusion Draw the determination on a wipe-off board. For instance draw a photo of the reindeer with prongs on his head, then with trumpets on his head to demonstrate the multifaceted nuance of horns.

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Teaching the aptitudes The April Fool\'s Day Game: A diversion intended to investigate etymological silliness. Utilizes joke cards for the different ages. - "What\'s Wacky"(Super Duper) for the extremely youthful solid masterminds, for example, Kindergardeners and Knock-Knock Jokes for first and second graders. The semantic jokes start with third grade and the syntatic jokes are saved for fifth and 6th graders. The amusement pieces are dinosaurs and the bite the dust is round to add to the idea of disjointedness. At long last, beyond words increased independent from anyone else to help in math abilities.

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Teaching the abilities Playing the April Fool\'s Day Game:

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A Preliminary Study Purpose One of the delights of youth is cleverness keeping in mind a kid may comprehend visual funniness, etymological diversion is more troublesome. This is particularly trying for kids with semantic dialect debilitations who have more trouble, then their etymologically commonplace associates, understanding word meaning. This study tries to recognize the association between semantic abilities and comprehension etymological diversion. The potential advantage in distinguishing this association is the capacity to help those kids who may experience issues understanding semantic based jokes.

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A Preliminary Study Subjects This study will require two gatherings comprising of 4 to 6 understudies each going from ages 8-12. It will incorporate both young men and young ladies, with the essential dialect being English and will be a blend of African American, Hispanic and Caucasian subjects. A few kids will be dialect impeded and some will have run of the mill dialect capacities. The subjects will be chosen from the essential specialist\'s caseload and Origami Club.

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A Preliminary Study Methods and Procedures The subjects will be given a screening to decide their capacity to comprehend semantic dialect utilizing the Test Of Language Development Intermediate-4. Those with ordinary to high scores will be set in the non-dialect disarranged gathering and those with scores in the beneath normal extent will be set in the dialect debilitated gathering. Every gathering will be presented to 3 semantic jokes and after that given a poll to reply about every joke.

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A Preliminary Study Methods and Procedures proceeded with The jokes will be displayed on a card with the joke on one side and the punch-line on the other. The 3 semantic jokes are: "The reason don\'t reindeer wear ringers - on the grounds that they as of now have horns", "Did you find out about the man who opened an origami store- - business collapsed following 6 months", and "What creature just turns out on overcast days- - a reindeer". After the presentation of the jokes, the inquiries will require subjects state whether they found the joke clever, distinguish the semantic part that made the joke entertaining, and characterize the two sided connotation of the "interesting" words in the joke.

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References Dunn, S.,K. (2007). Simply Joking: 1,001 Jokes to make you laugh uncontrollably. Academic Inc., New York. Miczo, N. (2004). Funniness capacity, unwillingness to convey, dejection and saw stress: Testing a security hypothesis. Proquest Psychology Journals. 55;2. Schumann, N.,V. (2008). What\'s so amusing? The sound-related and verbal aptitudes of diversion. The New Jersey Speech-Language Hearing Conference in Atlantic City. Spector, C., C (1992). Remediating silliness appreciation shortages in dialect hindered understudies . Dialect, Speech and Hearing Services in Schools, 23, 20-27. 17

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