This paper explores the types of verbal humor that occur during interactions between teachers and learners in elementary-level English classes in Korea. Eighty-three videotaped ordinary English classes and interviews with seven teachers were analyzed. Spontaneous verbal humor was generally expressed in a mixture of English and Korean due to teachers’ and learners’ limited English proficiency. Wordplay was most prevalent, as learners often found Korean words that sounded similar to novel English terms. Teasing appeared quite frequently as well, with learners and teachers engaging in it to distract and gather attention, respectively. Senior students told the most jokes in order to save face. Narratives were found only in female teachers’ classes, as they shared personal anecdotes while their male counterparts did not. Meanwhile, hyperbole and self-deprecation were less likely to occur than other types of humor. Ultimately, humor is reaffirmed as a positive learning opportunity. Some pedagogical implications of these findings are suggested for English teachers.

1. 서론
2. 문헌 연구
    2.1. 구두 유머의 유형
    2.2. L2 영어 학습자들이 경험하는 유머 유형
3. 연구 방법
    3.1. 연구 참여자
    3.2. 연구 도구
    3.3. 자료 분석
4. 연구 결과
    4.1. 말장난
    4.2. 놀리기
    4.3. 농담
    4.4. 내러티브
    4.5. 과장
    4.6. 자기 비하
5. 결론 및 시사점
    5.1. 결론
    5.2. 시사점
REFERENCES

• 김솔(Teacher, Hyohaeng Elementary School) | Kim, Sol
• 박선호(Professor, Department of English Education, Gyeongin National University of Education) | Park, Seon-Ho Corresponding author