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n Literator : Journal of Literary Criticism, Comparative Linguistics and Literary Studies - Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys : research article

Volume 25, Issue 3
  • ISSN : 0258-2279
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Abstract


Humor is noodsaaklik vir die ontwikkeling van die individu en vir die geestesgesondheid van 'n samelewing, en navorsing oor humor word tans beskou as belangrik in 'n groot verskeidenheid dissiplines in veral die geesteswetenskappe. Daar is talle wyses waarop 'n individu aan humor blootgestel kan word; een hiervan is die lees van kinder-verhale. 'n Instrument of model vir die bestudeer van humor in kinder-verhale is noodsaaklik en besonder nuttig: 'n instrument waarin ontwikkelingspsigologie, literatuurteorie en humorteorieë verreken is. Indien hierdie drie gekombineer word, kan die aard, reikwydte en effek van humor bepaal word. In hierdie artikel word wyses ondersoek waarop so 'n model geïmplementeer kan word op tersiêre vlak in voor- en nagraadse onderrrig - in talestudies en in onderwysers-opleiding, asook in die intermediêre fase - wanneer leesfasilitering gedoen word as een van die leeruitkomste vir taalonderwys vir agt- tot twaalfjariges, gewoonlik in graad 4 tot 6. Humor kan 'n instrument wees waarmee die outeur idees oordra, asook 'n instrument vir die volwassene as medieerder of fasiliteerder. Volwassenes kan 'n kind sensitief maak vir humor in kinderverhale en daardeur kan kinders/leerders se lees- en lewensvaardighede ontwikkel en hulle ervaringshorison verruim word.

Humour is essential in the development of an individual and in the development of a healthy society in general, and research on humour is currently regarded as important in a variety of disciplines in the humanities. There are various ways in which an individual may be exposed to humour, and one of these is children's stories. An instrument or model for studying humour in children's stories is necessary and very useful: an instrument that takes into account developmental psychology, literary theory and the nature of humour. When these are combined, the nature, scope and effect of humour in children's stories can be determined. This article explores ways in which such a model can be used at tertiary level in undergraduate and graduate studies, in teacher training and at the intermediate level when facilitating reading as one of the learning aims in language teaching to children from eight to twelve years (roughly Grades 4 to 6). Humour can be an instrument in the hands of authors and of adults as mediator or facilitator to sensitise young readers to humour in stories. As a consequence of this process of sensitising, readers' reading and life skills are developed and their horizon of experience is broadened.

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/content/literat/25/3/EJC61816
2004-12-01
2016-12-10

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