The present study examined the effect of a pedagogical intervention about humorous verbal irony in Spanish with a mixed group of 40 second language (L2) and heritage speakers of Spanish. Unlike previous studies that have considered only irony comprehension, this project incorporated both comprehension and production of irony into instruction and assessment. The intervention consisted of 2.5 hours of lessons that focused on humorous irony and irony cues. To assess effectiveness, participants completed a pretest and posttest of an irony comprehension instrument and a written production questionnaire designed to elicit humorous irony. The results from the study indicate that the intervention was beneficial in increasing participants’ accurate interpretation of irony and identification of tone of voice as an irony cue. Additionally, after instruction, participants produced significantly more irony and incorporated new resources into their ironic responses. However, participants did not increase their success in being humorous over time. No significant group differences were observed, suggesting that the instruction had similar effects for both L2 and heritage speakers.

本研究调查了 40 名第二语言 (L2) 和西班牙语传统使用者的混合组对西班牙语幽默言语讽刺的教学干预效果。与以往只考虑反讽理解的研究不同，该项目将反讽的理解和产生结合到教学和评估中。干预包括 2.5 小时的课程，重点是幽默讽刺和讽刺线索。为了评估有效性，参与者完成了反讽理解工具的前测和后测，以及旨在引发幽默讽刺的书面制作问卷。研究结果表明，干预有助于提高参与者对讽刺的准确解释和将语调识别为讽刺暗示。此外，经过指导，参与者产生了更多的讽刺，并将新的资源纳入他们的讽刺回应中。然而，随着时间的推移，参与者并没有增加他们在幽默方面的成功率。没有观察到显着的组间差异，这表明该指令对 L2 和传统扬声器的效果相似。