Humor has often been seen as an important element in the learning process, facilitating both teaching and learning. Nevertheless, the utilization of humor in the educational setting has had its opponents. In recent years, many attempts have been made to conceptualize the various forms of humor implemented in the practice of education. Despite a myriad of studies aimed at linking humor with personality traits, there seem a dearth number of research studies addressing the multifaceted humor styles of EFL instructors while interacting with the students in the classroom. There have been a number of scales thought-up in order to best assess the humor styles of the individual. However, the one identified by Martin et al . (2003) attempts to deal with the functions of humor, rather than particular personalities it may or may not represent. The four specific humor styles identified in this scale encompass two benign (affiliative and self-enhancing), and two injurious (aggressive and self-defeating) humor styles. The present study seeks to examine the humor styles adopted by English language instructors in Turkey by investigating (1) whether there is a difference between male and female instructors with regard to employing humor, (2) whether the educational level of the participants influences their tendency to use humor while interacting with the students in the classroom, and (3) whether the age of the instructors is an influential factor in adopting various styles of humor. A total of 64 English language instructors working at private and state universities in Turkey completed a standardized form of the Humor Styles Questionnaire (HSQ) online. Results indicated no significant difference between male and female instructors with regard to adopting humor styles in the classroom. Nor were there any differences between instructors of varying educational level in terms of the use of humor styles. In addition, no differences were seen according to age.

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在语言教室中使用幽默：给轮子上油还是在作品中放一个扳手？土耳其EFL教师的幽默风格研究

幽默通常被认为是学习过程中的重要元素，可以促进教学。然而，在教育环境中幽默的使用却遭到了反对。近年来，已经进行了许多尝试以概念化在教育实践中实施的各种形式的幽默。尽管进行了许多旨在将幽默与人格特质联系起来的研究，但似乎缺乏针对EFL教练在与学生互动时应对多方面幽默风格的研究。为了最好地评估个人的幽默风格，已经进行了许多量表的思考。但是，Martin等人确定了这一点。（2003）试图处理幽默的功能，而不是可能或可能不代表的特定个性。在该量表中确定的四种特定幽默风格包括两种良性（亲和和自我增强）和两种有害（攻击性和自欺欺人）幽默风格。本研究旨在通过调查（1）男女教师在使用幽默方面是否存在差异，（2）参与者的教育水平是否影响他们的倾向，来研究土耳其英语教师所采用的幽默风格。在与教室中的学生互动时使用幽默感；以及（3）老师的年龄是否是采用各种幽默风格的影响因素。在土耳其的私立和国立大学工作的总共64位英语讲师在线完成了标准化的幽默风格问卷（HSQ）。结果表明，在课堂上采用幽默风格方面，男女教师之间没有显着差异。在幽默风格的使用方面，不同教育水平的讲师之间也没有任何区别。此外，根据年龄没有差异。