id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ejall-2449	Attardo, Salvatore	Humor, language, and pedagogy: An introduction to this special issue	2016	2	.pdf	application/pdf	1343	74	50	Despite much research on the role of humor in the L2 classroom (see Bell, 2017; Bell & Pomerantz, 2016 for reviews), the conclusion of several major meta-analyses of the field of humor and teaching (Martin, Preiss, Gayle, & Allen, 2006; Banas, Dunbar, Rodriguez, & Liu, 2011; McMorris, Boothroyd, & Pietrangelo, 1997) is that, as Bell and Pomerantz (2016) plaintively put it, “it has been difficult to connect the use of humor to increased learning” (p. 101). Banas et al. strike a marginally more optimistic note, concluding that the empirical evidence for the effects of humor on learning is considerably more mixed, with some scholars finding that humor enhances learning (. . .) and others finding no relationship between learning from humor” (2011, p. 131).	cache/ejall-2449.pdf	txt/ejall-2449.txt