Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

Abstract: Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in-service Spanish teachers' (n = 102) and their students' (n = 5,419) score on the National Spanish Exams using the affective filter hypothesis as a conceptual framework. Statistical analyses indicate that Spanish teacher sense of humor is related to student achievement on the exams. This research has implications for language teachers and teacher educators.Key words: achievement, National Spanish Exams, sense of humor, student anxietyIntroductionSecond language instruction in the communicative classroom has as its core a dedication to the ideals and the practice of developing learner proficiency in the target language. Many factors work collectively to promote second language competence and performance, including teachers' knowledge and skills as well as their ability to successfully create and maintain a positive learning environment. Research on second language teacher identity has indicated that effective language teachers have a strong command of the target language; an ability to organize, explain, and clarify elements associated with language learning (Brosh, 1996); and a strong sense of confidence in their ability to teach languages (Swanson, 2010a, 2012a). In addition, effective teachers are social, responsible, cooperative, creative, independent, adventurous, and enthusiastic (Swanson, 2008, 2012b); the highly qualified second/world language (SAVL) teacher is able to create an optimal learning environment in which students enjoy learning and are able to move to deeper levels of cultural understanding and increasingly higher levels of linguistic proficiency. In sum, teachers who create highly effective learning environments articulate and have high expectations for learning, communicate effectively with their students, design and implement engaging lessons and units of study, and demonstrate an ability to manage large class sizes (Svinicki & McKeachie, 2011; Wayne & Youngs, 2003; Wong & Wong, 2009). In addition, research on teacher effectiveness has shown that SAVL teachers not only "recognize the presence of foreign language anxiety in language learners but also help learners acknowledge, cope with, and reduce their anxiety" (Huang & Eslami, 2010, p. 32). In order to moderate student perceptions of anxiety, which threatens student achievement in the target language (Horwitz, 2001; Krashen, 1981, 1985; Maclntyre & Gardner, 1994a, 1994b), the literature has suggested that teachers' sense of humor can play a role in reducing language learner anxiety as well as increasing student achievement. The following study explores the relationship between Spanish teachers' self-reported sense of humor and their students' scores on the National Spanish Exams (NSEs). Review of the LiteratureFor decades, researchers have investigated people's sense of humor (Berk, 2003; Johnston, 1990; Martin & Dobbin, 1988; Richman, 1995) by viewing it from a multidimensional perspective. One's sense of humor-a style of and a means by which one gets along and protects oneself (Thorson & Powell, 1993a)-comprises various elements. Due to its multidimensional construction, an individual's sense of humor can be highly pronounced in some areas and be less prominent in others. A person's sense of humor contains the following elements: the recognition of oneself as a humorous person, the recognition of others' humor, an appreciation of humor, laughing, perspective, and coping humor (Thorson & Powell, 1993a). These components of a sense of humor are interrelated and can be developed to various degrees.Previous studies have shown that having a well-developed sense of humor is beneficial to students and teachers alike. While the literature has not indicated a causal link between humor and learning (Huss, 2008), research has noted that humor as a pedagogical tool can enhance selfesteem, increase self-motivation, reduce classroom anxiety, and promote higher-level thinking skills, which are factors that can facilitate learning (Berk, 1996; EvansPalmer, 2010). …