The Use of Educational Humor in the Process of Learning and Teaching: A Special Facilitator for Second Language Learners A. Zeyaa'ee Mehr, Ph.D. Research on educational humor during the past two decades demonstrates both the role and the impact of humor on the processes of learning and teaching, especially in the area of second/foreign language learning. There are a number of theories...

Although a substantial amount of cross-cultural psychology research has investigated acculturative stress in general, little attention has been devoted specifically to communication-related acculturative stress (CRAS). In line with the view that cross-cultural adaptation and second language (L2) learning are social and interpersonal phenomena, the present study examines the hypothesis that migr...

This article reports 2 experiments examining the changing role of iconicity in symbol learning and its implications regarding the mechanisms supporting symbol-to-referent mapping. Experiment 1 compared 18and 26-month-olds’ mapping of iconic gestures (e.g., hopping gesture for a rabbit) vs. arbitrary gestures (e.g., dropping motion for a rabbit). Experiment 2 replicated this comparison with 4-ye...

Despite the fact that in many countries a great deal of classroom time and self-study is devoted to the learning of grammar, it appears that very little theoretical consideration is given in teacher education programmes either to the nature of the grammatical code which is to be acquired by learners nor to theories of how grammar is learnt in school-based contexts. As stated earlier in this vol...

Since the introduction of Communicative Language Teaching (CLT), many textbooks have been written to incorporate communicative activities, authentic materials and personalized contexts. However, where the teaching and learning of grammar is concerned, most textbooks do not reflect CLT principles. As demonstrated in this paper, grammar activities in some Malaysian and Taiwanese textbooks retain ...