Humor is prevalent in discourse. Recontextualizing humor is devoted to addressing the analysis and teaching of humor within a range of contexts, which are neglected but vital in defining humor, its form, its functions, as well as its consequences for interlocutors. This book consists of six chapters, plus an introductory chapter that begins with a theoretical discussion of context in humor research.
Chapter 2 is dedicated to the analysis of humor from the perspective of metapragmatics. The analysis, based on data from both humorous texts collected online and authentic reactions, focuses on the metapragmatic comments on humor to examine how such comments contribute to establishing solidarity among speakers with shared interpretations of humorous texts or creating potential conflict due to distinct interpretations of humorous texts. Chapter 3 examines the issue of genre. Presenting a taxonomy of humorous genres, Tsakona further examines how humorous genres may be transformed over time, out of the emerging needs in online communication. It is corroborated that genre assumes a role in humor production and interpretation.
Chapter 4 presents a discussion of the two linguistic theories of humor—Semantic Script Theory of Humor and the General Theory of Verbal Humor—thus highlighting inclusion of context in humor research. In light of this, a performance theory of humor is elaborated on, which attempts to include most elements of context that contribute to the interpretation of humor. The author further offers a tentative application of the performance theory by analyzing a humorous advertisement together with viewers’ reactions.
Chapter 5 addresses how humor can be taught in language courses properly, by taking into account the fact that humor elicits multiple and even distinct interpretations in most communicative contexts across various genres. Thus, Tsakona elaborates on what critical literacy is and the way it can be practiced within educational contexts, with an emphasis on teaching about humor through the analysis of humorous texts instead of teaching with humor. In addition, the author offers tentative proposals for a critical approach to humorous texts in language classes, to enhance learners’ critical awareness of how humor functions across various contexts and genres, and its social implications for the relevant individuals or communities. These teaching proposals demonstrate that the analytical model discussed in chapter 4 can be used as a guideline for implementing critical evaluation about humor in educational contexts. The concluding chapter offers a summary and presents the remaining areas worth further exploration.
This book is an innovative exploration of humor research with an inclusion of the contextual elements, particularly speakers’ reaction to humor. It deserves reading by both scholars working on humor research as well as language teachers and learners. First, it integrates the previously neglected contextual elements in humor analysis, which constitutes a methodological innovation in this field. Second, it proposes a performance theory of humor, which deserves further discussion. Finally, it reveals the way in which the proposed theoretical model can be adapted in teaching humor.
