Home Sketching the ecology of humor in English language classes: disclosing the determinant factors
Article
Licensed
Unlicensed Requires Authentication

Sketching the ecology of humor in English language classes: disclosing the determinant factors

  • Shasha Qi

    Shasha Qi, Associate professor in Applied Linguistics, works for School of Foreign Language, Inner Mongolia University of Finance and Economics, People’s Republic of China. She obtained her Ph.D. degree in Semiotics and Cultural Studies. She won the First Prize for the Ideological and Political Group of the Third Undergraduate University Innovation Teaching Competition of Inner Mongolia Autonomous Region, and First Prize for Listening and Speaking Course Group of Inner Mongolia National English Teaching Competition of SFLEP. She managed an industry-academic cooperation project of the Ministry of Education of China. Her research interest lies in cultural semiotics studies, service learning, and EFL language teaching and learning. In the past three years, she has been particularly interested in curriculum ideology politics and creative teaching.

     ORCID logo     and Yongliang Wang

    Yongliang Wang, Associate Professor in applied linguistics, Ph.D. degree holder, works for School of Foreign Studies, North China University of Water Resources and Electric Power, China, and works as a supervisor for postgraduate students in applied linguistics with School of Foreign Languages and Cultures, Nanjing Normal University, China. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. His name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology assisted language learning, and semiotics studies in intercultural communication. His recent academic publications have appeared in either international or Chinese core journals, such as System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.

     ORCID logo EMAIL logo
Published/Copyright: June 28, 2024
Become an author with De Gruyter Brill
Submit Manuscript Author Information
Applied Linguistics Review
From the journal Applied Linguistics Review Volume 16 Issue 2

Abstract

The use of humor and language play in second language (L2) education has received increasing attention from researchers in different contexts. However, the determining and governing factors of implementing humor in English as a foreign language (EFL) contexts have been overlooked. To fill this gap, this study used a semi-structured interview with 35 Chinese EFL teachers to sketch the ecological factors of humor practice at the micro, meso, and macro levels. The findings of the thematic analysis showed that ‘teachers’ personality/character’, ‘classroom environment’, ‘students’ gender’, and ‘proficiency level’ were the most significant micro-level factors determining humor practice in Chinese EFL classes. Concerning meso-level factors, ‘institutional environment/climate’ and ‘institutional rules, regulations, and policies’ were influential. Furthermore, at the macro level, it was revealed that ‘culture’, ‘social norms’, and ‘educational system’ determine the implementation of humor in L2 education. The findings are discussed in light of empirical and theoretical foundations and corresponding implications for EFL teachers are presented.

Keywords: humor; L2 education; EFL teacher; ecological perspective; positive psychology
Corresponding author: Yongliang Wang, School of Foreign Studies, North China University of Water Resources and Electric Power, No. 136, Jinshui East Road, P.O: 450046, Zhengzhou, Henan, China, E-mail:

Funding source: Henan Province Philosophy and Social Science Planning Project

Award Identifier / Grant number: 2021BXW007

About the authors

Shasha Qi

Shasha Qi, Associate professor in Applied Linguistics, works for School of Foreign Language, Inner Mongolia University of Finance and Economics, People’s Republic of China. She obtained her Ph.D. degree in Semiotics and Cultural Studies. She won the First Prize for the Ideological and Political Group of the Third Undergraduate University Innovation Teaching Competition of Inner Mongolia Autonomous Region, and First Prize for Listening and Speaking Course Group of Inner Mongolia National English Teaching Competition of SFLEP. She managed an industry-academic cooperation project of the Ministry of Education of China. Her research interest lies in cultural semiotics studies, service learning, and EFL language teaching and learning. In the past three years, she has been particularly interested in curriculum ideology politics and creative teaching.

Yongliang Wang

Yongliang Wang, Associate Professor in applied linguistics, Ph.D. degree holder, works for School of Foreign Studies, North China University of Water Resources and Electric Power, China, and works as a supervisor for postgraduate students in applied linguistics with School of Foreign Languages and Cultures, Nanjing Normal University, China. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. His name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology assisted language learning, and semiotics studies in intercultural communication. His recent academic publications have appeared in either international or Chinese core journals, such as System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.

Appendix

Interview questions

Background information:

Age:

Gender:

Field of study:

Teaching experience level:

Teacher’s perceptions of humor ecology

  1. What do you think of using humor in L2 classes? How often do you use it?

  2. What micro level factors (i.e., classroom) determine the implementation of humor in EFL classes? How do they affect it?

  3. Based on your experience, what meso level factors (i.e., institutional) affect the use of humor in English classes? To what extent they are influential?

  4. In applying humor in L2 classes, what macro level factors (i.e., society, culture) play a role? How do they affect humor?

Acknowledgments

This study was supported by Henan Province Philosophy and Social Science Planning Project in 2021 (Grant No.: 2021BXW007). The authors are also grateful for the insightful comments suggested by the editor and the anonymous reviewers.

  1. Research funding: This study was supported by Henan Province Philosophy and Social Science Planning Project in 2021 (Grant No.: 2021BXW007).

  2. Data Availability Statement: The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request.

  3. Consent to participate: Informed consent to participate was obtained from all individual participants included in the study.

  4. Consent for publication: Informed consent for publication was obtained from all individual participants included in the study.

  5. Author contribution: Both authors listed in the study have materially participated in the research and article preparation. Additionally, they have approved the final article.

  6. Competing interest: The authors declare that they have no competing interests.

References

Alemi, Minoo, Hessameddin Ghanbar & Atefeh Rezanejad. 2021. The integration of verbal humor into EFL classrooms: The issues of appropriateness and relevance in focus. Journal of Language and Education 7(1). 14–27. https://doi.org/10.17323/jle.2021.10861.Search in Google Scholar

Askildson, Lance. 2005. Effects of humor in the language classroom: Humor as a pedagogical tool in theory and practice. Journal of Second Language Acquisition and Teaching 12. 45–61.Search in Google Scholar

Banas, John A., Norah Dunbar, David Rodriguez & Shr J. Liu. 2011. A review of humor in educational settings: Four decades of research. Communication Education 60(1). 115–144. https://doi.org/10.1080/03634523.2010.496867.Search in Google Scholar

Bell, Nancy Dolores. 2009. Learning about and through humor in the second language classroom. Language Teaching Research 13(3). 241–258. https://doi.org/10.1177/1362168809104697.Search in Google Scholar

Bell, Nancy Dolores. 2011. Humor scholarship and TESOL: Applying findings and establishing a research agenda. Tesol Quarterly 45(1). 134–159. https://doi.org/10.5054/tq.2011.240857.Search in Google Scholar

Bell, Nancy & Amy Pomerantz. 2015. Humor in the classroom: A guide for language teachers and educational researchers. New York: Routledge.Search in Google Scholar

Benson, Phil. 2012. Learner-centered teaching. In Anne Burns & Jack C. Richards (eds.), The Cambridge guide to pedagogy and practice in second language teaching, 30–38. Cambridge: Cambridge University Press.10.1017/9781009024778.005Search in Google Scholar

Berk, Ronald Alan & Joy Nanda. 2006. A randomized trial of humor effects on test anxiety and test performance. Humor 19(4). 425–454. https://doi.org/10.1515/humor.2006.021.Search in Google Scholar

Blyth, Andrew & Ohyama Takako. 2011. Using humor in EFL classes. In A. Stewart (ed.), JALT2010 conference proceedings, 735–745. Tokyo: JALT.Search in Google Scholar

Bolkan, San, Darrin J. Griffin & Alan K. Goodboy. 2018. Humor in the classroom: The effects of integrated humor on student learning. Communication Education 67(2). 144–164. https://doi.org/10.1080/03634523.2017.1413199.Search in Google Scholar

Braun, Virginia & Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3(2). 77–101. https://doi.org/10.1191/1478088706qp063oa.Search in Google Scholar

Bronfenbrenner, Urie. 1977. The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.Search in Google Scholar

Bryant, Jennings, Jon S. Crane, Paul W. Comisky & Dolf Zillmann. 1980. Relationship between college teachers’ use of humor in the classroom and students’ evaluations of their teachers. Journal of Educational Psychology 72(4). 511–519. https://doi.org/10.1037/0022-0663.72.4.511.Search in Google Scholar

Derakhshan, Ali. 2022. Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research 13(5). 1–43. https://doi.org/10.52547/LRR.13.5.1.Search in Google Scholar

Derakhshan, Ali & Jean-Marc Dewaele & Mohammad Azari Noughabi. 2022. Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System 109. 102890. https://doi.org/10.1016/j.system.2022.102890.Search in Google Scholar

Derakhshan, Ali, Mehdi Solhi & Mohammad Azari Noughabi. 2023a. An investigation into the association between student-perceived affective teacher variables and students’ L2-grit. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2212644.Search in Google Scholar

Derakhshan, Ali, Yongliang Wang & Farhad Ghiasvand. 2023b. “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review 15(6). 2659–2684. https://doi.org/10.1515/applirev-2023-0089.Search in Google Scholar

Dewaele, Jean-Marc & Chengchen Li. 2020. Emotions in second language acquisition: A critical review and research agenda. Foreign Language World 196(1). 34–49.Search in Google Scholar

Dewaele, Jean-Marc, M. Chen, X. M. Padilla & A. M. Lake. 2019. The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology 10. 2128. https://doi.org/10.3389/fpsyg.2019.02128.Search in Google Scholar

Dewaele, Jean-Marc, John Witney, Kazuya Saito & Livia Dewaele. 2018. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research 22(6). 676–697.10.1177/1362168817692161Search in Google Scholar

Dörnyei, Zoltán. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press.10.1017/CBO9780511667343Search in Google Scholar

Edwards, Emily. 2021. The ecological impact of action research on language teacher development: A review of the literature. Educational Action Research 29(3). 396–413. https://doi.org/10.1080/09650792.2020.1718513.Search in Google Scholar

Ford, Thomas E., Shaun K. Lappi & Christopher J. Holden. 2016. Personality, humor styles and happiness: Happy people have positive humor styles. Europe’s Journal of Psychology 12(3). 320–337. https://doi.org/10.5964/ejop.v12i3.1160.Search in Google Scholar

Forman, Ross. 2011. Humorous language play in a Thai EFL classroom. Applied Linguistics 32(5). 541–565. https://doi.org/10.1093/applin/amr022.Search in Google Scholar

Ghiasvand, Farhad & Zahra Banitalebi. 2023. Undergraduate EFL students’ perceived emotions in assessment: Disclosing the antecedents and outcomes. International Journal of Language Testing 13(2). 111–129. https://doi.org/10.22034/IJLT.2023.390950.1243.Search in Google Scholar

Ghiasvand, Farhad, Akbar A. Jahanbaksh & Kogani Maryam. 2024. Probing the bond between EFL teachers’ emotional literacy skills and professional development. Porta Linguarum. https://doi.org/10.30827/portalin.vi41.27525.Search in Google Scholar

Hay, Jennifer. 2000. Functions of humor in the conversations of men and women. Journal of Pragmatics 32. 709–742. https://doi.org/10.1016/s0378-2166(99)00069-7.10.1016/S0378-2166(99)00069-7Search in Google Scholar

Heidari-Shahreza, Mohammad Ali & Shekoofeh Heydari. 2019. Humor‐integrated language learning: A teacher’s and student’s perspective. TESOL Journal 10(1). 1–4. https://doi.org/10.1002/tesj.376.10.1002/tesj.376Search in Google Scholar

Heidari-Shahreza, Mohammad Ali. 2020. Humor-integrated language learning (HILL): Teaching with and about humor. In John Rucynski & Caleb Prichard (eds.), Bridging the humor barrier: Humor competence training in English language teaching, 79–106. Lanham: Lexington Books, Rowman & Littlefield Publishers.Search in Google Scholar

Hu, Li, & Yongliang Wang. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychology 11. 318. https://doi.org/10.1186/s40359-023-01378-x.Search in Google Scholar

Jiang, Feng., Lu. Su, Jiang. Tonglin & Heqi Jia. 2020. Does the relation between humor styles and subjective well-being vary across culture and age? A meta-analysis. Frontiers in Psychology 11. 1–10. https://doi.org/10.3389/fpsyg.2020.02213.Search in Google Scholar

Karahan, Tevfik Fikret, Bektas Murat Yalcin, Melda Meliha Erbaş & Ergun Seda. 2019. The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey. Humor 32(1). 73–95. https://doi.org/10.1515/humor-2017-0083.Search in Google Scholar

Machlev, Moshe & Nancy J. Karlin. 2016. Understanding the relationship between different types of instructional humor and student learning. Sage Open 6(3). 2158244016670200.10.1177/2158244016670200Search in Google Scholar

Martin, Rod. A. 2007. The psychology of humor: An integrative approach. London: Elsevier.10.1016/B978-012372564-6/50024-1Search in Google Scholar

Martin, Rod. A. & Thomas Ford. 2018. The psychology of humor: An integrative approach. London: Elsevier Academic Press.Search in Google Scholar

Martin, Rod. A., Patricia Puhlik-Doris, Larsen Gwen, Gray Jeanette & Weir Kelly. 2003. Individual differences in uses of humor and their relation to psychological well-being: Development of the humor styles questionnaire. Journal of Research in Personality 37(1). 48–75. https://doi.org/10.1016/s0092-6566(02)00534-2.Search in Google Scholar

Medgyes, Peter. 2002. Laughing matters: Humor in the language classroom. Cambridge: Cambridge University Press.Search in Google Scholar

Mercer, Sarah. 2020. The wellbeing of language teachers in the private sector: An ecological perspective. Language Teaching Research 1. 1–24. https://doi.org/10.1177/1362168820973510.Search in Google Scholar

Meyer, John C. 2000. Humor as a double-edged sword: Four functions of humor in communication. Communication Theory 10(3). 310–331. https://doi.org/10.1111/j.1468-2885.2000.tb00194.x.Search in Google Scholar

Neff, Peter & John Rucynski. 2021. The English classroom as “warai no ba”: Instructor views on humor and language learning in Japan. International Journal of Educational Research Open 2(2). 1–9. https://doi.org/10.1016/j.ijedro.2021.100070.Search in Google Scholar

Neff, Peter & Jean-Marc Dewaele. 2023. Humor strategies in the foreign language class. Innovation in Language Learning and Teaching 17(3). 567–579. https://doi.org/10.1080/17501229.2022.2088761.Search in Google Scholar

Pan, Ziwen, Yongliang Wang & Ali Derakhshan. 2023. Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research 52(5). 1799–1819. https://doi.org/10.1007/s10936-023-09974-z.Search in Google Scholar

Petraki, Eleni & Huy Hoang Pham Nguyen. 2016. Do Asian EFL teachers use humor in the classroom? A case study of Vietnamese EFL university teachers. System 61. 98–109. https://doi.org/10.1016/j.system.2016.08.002.Search in Google Scholar

Pomerantz, Anne & Nancy Dolores Bell. 2011. Humor as safe house in the foreign language classroom. The Modern Language Journal 95. 148–161. https://doi.org/10.1111/j.1540-4781.2011.01274.x.Search in Google Scholar

Schermer, Julie Aitken, Radosław Rogoza, Maria Magdalena Kwiatkowska, Christopher Marcin Kowalski, Sibele Aquino, Rahkman Ardi & Georg Krammer. 2019. Humor styles across 28 countries. Current Psychology 1–16. https://doi.org/10.1007/s12144-019-00552-y.Search in Google Scholar

Schmidt, Stephen & Alan Williams. 2001. Memory for humorous cartoons. Memory & Cognition 29. 305–311. https://doi.org/10.3758/bf03194924.Search in Google Scholar

Solhi, Mehdi, Ali Derakhshan & Büşra Ünsal-Görkemoğlu. 2023a. Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2175834.Search in Google Scholar

Solhi, Mehdi, Aynur Kesen Mutlu, Majid Elahi Shirvan & Taherian Tahereh. 2023b. Modeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style. Language Related Research 14(3). 1–34. https://doi.org/10.29252/LRR.14.3.1.Search in Google Scholar

St-Amand, Jérôme, Jonathan Smith & Mélissa Goulet. 2023. Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement. Current Psychology. 1–16. https://doi.org/10.1007/s12144-023-04481-9.Search in Google Scholar

Van Lier, Leo. 2008. The ecology of language learning and sociocultural theory. In Angela Creese, Peter Paul Martin & Nancy H. Hornberger (eds.), Encyclopedia of language and education: Ecology of language, 53–65. Boston: Springer.Search in Google Scholar

Wagner, Manuela & Eduardo Urios-Aparisi. 2011. The use of humor in the foreign language classroom: Funny and effective. Humor: International Journal of Humor Research 24(4). 399–434. https://doi.org/10.1515/humr.2011.024.Search in Google Scholar

Wang, Yongliang, Ali Derakhshan & Lawrence Jun Zhang. 2021. Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology 12. 1–10. https://doi.org/10.3389/fpsyg.2021.731721.Search in Google Scholar

Wang, Fang & Zhi Ye. 2021. On the role of EFL/ESL teachers’ emotion regulation in students’ academic engagement. Frontiers in Psychology 12. https://doi.org/10.3389/fpsyg.2021.758860.Search in Google Scholar

Wanzer, Melissa, Melanie Booth-Butterfield & Steve Booth-Butterfield. 2005. “If we didn’t use humor, we’d cry”: Humorous coping communication in health care settings. Journal of Health Communication 10(2). 105–125. https://doi.org/10.1080/10810730590915092.Search in Google Scholar

Weisi, Hiwa & Vahid Mohammadi. 2023. Humour in the classroom: Forms and functions among Iranian EFL teachers. The European Journal of Humour Research 11(1). 168–183. https://doi.org/10.7592/ejhr.2023.11.1.739.Search in Google Scholar
Received: 2023-12-11
Accepted: 2024-06-01
Published Online: 2024-06-28
Published in Print: 2025-03-26

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Special Issue 1 : Applied Linguistics, Ethics and Aesthetics of Encountering the Other; Guest Editors: Maggie Kubanyiova and Angela Creese
  3. Introduction
  4. Introduction: applied linguistics, ethics and aesthetics of encountering the Other
  5. Research Articles
  6. “When we use that kind of language… someone is going to jail”: relationality and aesthetic interpretation in initial research encounters
  7. The humanism of the other in sociolinguistic ethnography
  8. Towards a sociolinguistics of in difference: stancetaking on others
  9. Becoming response-able with a protest placard: white under(-)standing in encounters with the Black German Other
  10. (Im)possibility of ethical encounters in places of separation: aesthetics as a quiet applied linguistics praxis
  11. Unsettled hearing, responsible listening: encounters with voice after forced migration
  12. Special Issue 2: AI for intercultural communication; Guest Editors: David Wei Dai and Zhu Hua
  13. Introduction
  14. When AI meets intercultural communication: new frontiers, new agendas
  15. Research Articles
  16. Culture machines
  17. Generative AI for professional communication training in intercultural contexts: where are we now and where are we heading?
  18. Towards interculturally adaptive conversational AI
  19. Communicating the cultural other: trust and bias in generative AI and large language models
  20. Artificial intelligence and depth ontology: implications for intercultural ethics
  21. Exploring AI for intercultural communication: open conversation
  22. Review Article
  23. Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university
  24. Regular articles
  25. Analysing sympathy from a contrastive pragmatic angle: a Chinese–English case study
  26. L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety
  27. “If you don’t know English, it is like there is something wrong with you.” Students’ views of language(s) in a plurilingual setting
  28. Investments, identities, and Chinese learning experience of an Irish adult: the role of context, capital, and agency
  29. Mobility-in-place: how to keep privilege by being mobile at work
  30. Shanghai hukou, English and politics of mobility in China’s globalising economy
  31. Sketching the ecology of humor in English language classes: disclosing the determinant factors
  32. Decolonizing Cameroon’s language policies: a critical assessment
  33. To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures
https://doi.org/10.1515/applirev-2023-0283
Keywords for this article
humor; L2 education; EFL teacher; ecological perspective; positive psychology

Articles in the same Issue

  1. Frontmatter
  2. Special Issue 1 : Applied Linguistics, Ethics and Aesthetics of Encountering the Other; Guest Editors: Maggie Kubanyiova and Angela Creese
  3. Introduction
  4. Introduction: applied linguistics, ethics and aesthetics of encountering the Other
  5. Research Articles
  6. “When we use that kind of language… someone is going to jail”: relationality and aesthetic interpretation in initial research encounters
  7. The humanism of the other in sociolinguistic ethnography
  8. Towards a sociolinguistics of in difference: stancetaking on others
  9. Becoming response-able with a protest placard: white under(-)standing in encounters with the Black German Other
  10. (Im)possibility of ethical encounters in places of separation: aesthetics as a quiet applied linguistics praxis
  11. Unsettled hearing, responsible listening: encounters with voice after forced migration
  12. Special Issue 2: AI for intercultural communication; Guest Editors: David Wei Dai and Zhu Hua
  13. Introduction
  14. When AI meets intercultural communication: new frontiers, new agendas
  15. Research Articles
  16. Culture machines
  17. Generative AI for professional communication training in intercultural contexts: where are we now and where are we heading?
  18. Towards interculturally adaptive conversational AI
  19. Communicating the cultural other: trust and bias in generative AI and large language models
  20. Artificial intelligence and depth ontology: implications for intercultural ethics
  21. Exploring AI for intercultural communication: open conversation
  22. Review Article
  23. Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university
  24. Regular articles
  25. Analysing sympathy from a contrastive pragmatic angle: a Chinese–English case study
  26. L2 repair fluency through the lenses of L1 repair fluency, cognitive fluency, and language anxiety
  27. “If you don’t know English, it is like there is something wrong with you.” Students’ views of language(s) in a plurilingual setting
  28. Investments, identities, and Chinese learning experience of an Irish adult: the role of context, capital, and agency
  29. Mobility-in-place: how to keep privilege by being mobile at work
  30. Shanghai hukou, English and politics of mobility in China’s globalising economy
  31. Sketching the ecology of humor in English language classes: disclosing the determinant factors
  32. Decolonizing Cameroon’s language policies: a critical assessment
  33. To copy verbatim, paraphrase or summarize – listeners’ methods of discourse representation while recalling academic lectures
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 18.9.2025 from https://www.degruyterbrill.com/document/doi/10.1515/applirev-2023-0283/html
Scroll to top button