Designing and validating an English humor comprehension test (EHCT) based on GrICE's conversational maxims

Abstract

In order to interpret humor and decide about appropriateness of word choices, knowing vocabulary and grammar seems to be not enough for EFL learners. It can be argued that this can be a consequence of this fact that most EFL learners and teachers learn and teach through heavy reliance on textbooks. The textbooks are organized around the lessons which provide very little information on pragmatics. Therefore, the teacher's role is to make out the importance of providing learners with pragmatic information and to supplement the insufficient textbook material. The teacher is expected to equip the learners with an ability to identify pragmatic clues that lead them to make a decision on appropriate use or interpretation of a statement. This study seeks, in a small way, to reinforce the background voice of the EFL learners and to allow them to address the issue of humor when they have faced it on their road to English language learning. This study also gives EFL learners and teachers an input to develop their language proficiency concerning humor combined with Grice's conversational maxims. The findings of this study can possibly encourage language instructors to find out learners' level of humor comprehension using the designed test.