@article{oai:keisen.repo.nii.ac.jp:00000169,
 author = {QUOCK,, Theodore H. and QUOCK,, Theodore H.},
 journal = {恵泉女学園大学紀要, Keisen University Bulletin},
 month = {Mar},
 note = {P(論文), The ability to create and perceive humor is a characteristic of human beings, perhaps a uniquely human trait. We react to various situations with wry remarks, we anthropomorphize animals and inanimate objects, anyone deemed to look or act differently from the norm is labeled "funny." This paper will focus on humor in and around the EFL classroom, especially when introduced by the teacher. This can take the form of intended humor and spontaneous humor. Intended humor usually takes the form of jokes prepared (and perhaps rehearsed) by the teacher in advance and teaching materials of a humorous nature. As in real life, however, humor can arise spontaneously during normal classroom communication, especially if it develops naturally within the context of authentic communication between students or between students and teacher. Students, for example, can be quick to tease each other or the teacher; however, the teacher is in more of a position to introduce humor into classroom lessons: saying, doing, or drawing (on the board) something funny in an attempt to subtly correct a mistake, distract the class from the potential intimidation of a challenging task , relax a stressed . out student , or defuse a potentially acrimonious moment among students. In this paper, I will consider the definition of humor, give examples of various ways in which it can manifest itself in and outside of the classroom, both intentionally and otherwise, consider how humor can have a positive influence on classroom atmosphere and stu-dent attitudes and motivation, and reflect on various ways in which humor has played a role in my own teaching.},
 pages = {165--176},
 title = {The Role of Humor in the EFL Classroom in Japan},
 volume = {19},
 year = {2007},
 yomi = {クオック, テオドール H.}
}