Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys
Humour in children’s literature in the tertiary and intermediate phases of language education 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...
| Main Authors: | , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
AOSIS
2004-07-01
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| Series: | Literator |
| Subjects: | |
| Online Access: | https://literator.org.za/index.php/literator/article/view/268 |
| _version_ | 1819294802026430464 |
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| author | J. van Niekerk B. van der Westhuizen |
| author_facet | J. van Niekerk B. van der Westhuizen |
| author_sort | J. van Niekerk |
| collection | DOAJ |
| description | Humour in children’s literature in the tertiary and intermediate phases of language education
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. |
| first_indexed | 2024-12-24T04:32:06Z |
| format | Article |
| id | doaj.art-aad73e143f594805aa1df13eebc3b020 |
| institution | Directory Open Access Journal |
| issn | 0258-2279 2219-8237 |
| language | Afrikaans |
| last_indexed | 2024-12-24T04:32:06Z |
| publishDate | 2004-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Literator |
| spelling | doaj.art-aad73e143f594805aa1df13eebc3b0202022-12-21T17:15:23ZafrAOSISLiterator0258-22792219-82372004-07-0125315118010.4102/lit.v25i3.268240Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwysJ. van Niekerk0B. van der Westhuizen1Institusionele Inligting, Universiteit van JohannesburgSkool vir Tale, Potchefstroomkampus, Noordwes-UniversiteitHumour in children’s literature in the tertiary and intermediate phases of language education 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.https://literator.org.za/index.php/literator/article/view/268Leon De VilliersAliens En Engele 1996Philip De VosVincent Van Gogga 1990HumourChildrens And Youth LiteratureHumour Model As Didactic Tool In The Intermediate And Tertiary PhaseMartie PrellerN Haas Moet Doen Wat N Haas Moet Doen 1997 |
| spellingShingle | J. van Niekerk B. van der Westhuizen Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys Literator Leon De Villiers Aliens En Engele 1996 Philip De Vos Vincent Van Gogga 1990 Humour Childrens And Youth Literature Humour Model As Didactic Tool In The Intermediate And Tertiary Phase Martie Preller N Haas Moet Doen Wat N Haas Moet Doen 1997 |
| title | Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys |
| title_full | Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys |
| title_fullStr | Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys |
| title_full_unstemmed | Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys |
| title_short | Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys |
| title_sort | humor in kinderverhale in die tersiere en intermediere fases van taalonderwys |
| topic | Leon De Villiers Aliens En Engele 1996 Philip De Vos Vincent Van Gogga 1990 Humour Childrens And Youth Literature Humour Model As Didactic Tool In The Intermediate And Tertiary Phase Martie Preller N Haas Moet Doen Wat N Haas Moet Doen 1997 |
| url | https://literator.org.za/index.php/literator/article/view/268 |
| work_keys_str_mv | AT jvanniekerk humorinkinderverhaleindietersiereenintermedierefasesvantaalonderwys AT bvanderwesthuizen humorinkinderverhaleindietersiereenintermedierefasesvantaalonderwys |