背景與動機：因全球化與網際網路普及的緣故，幽默的刺激元素充斥在日常生活中，盛行於流行文化、娛樂展演與社交媒體，幽默是受歡迎的個人特質，也成為學術研究的相關議題，將幽默融入語言學習的研究也漸漸受到關注，研究數量逐步增加中。然而，受到幽默是粗俗玩笑話的誤解與華人自認為缺乏幽默感的二大迷思所影響，幽默融入語言學習的倡議，在華語教學領域並未受到關注。 隨著典範轉移，語言學習融入生態語言教育觀與社會文化學習理論，倡議語言與主題內容雙焦點，「內容整合語言學習」(Content and Language Integrated Learning, CLIL)的語言學習新理念因而興起，幽默融合語言學習(Humor Integrated Language Learning, HILL)成為語言創新教學的一種可能。 幽默能力是跨文化能力的一部分，也是溝通能力的一部分，華語教學不應該局限於幽默是粗俗的玩笑話與華人幽默感不足的迷思，將幽默能力的學習排拒在華語學習之外。
目的與問題：本研究的主要目的是以「整合內容與語言學習」的核心概念精神與課程設計框架，設計整合語言能力與幽默素養為教學目標雙焦點的華語幽默課程，進一步將課程設計實踐在真實教學情境，進行效益評估與反思修訂。探討問題有二：
1. 如何以「整合內容與語言學習」教學理念，設計與發展幽默融入華語學習的課程?
2. 幽默融入華語學習的課程設計是否提升學習者的幽默素養、華語能力與跨文化能力?
研究方法：本研究採取設計研究法(Design Research)，以準備、規劃、行動、評鑑四階段，進行建構理論、設計原型、測試原型與反思修正的階段工作，
旨在發展出可以應用在教學實境的理論，設計一套可以應用於實境的課程，然後以實境測試的課程實驗教學，實際驗證課程設計的理論假設與探究教學實務的挑戰。
研究結果與發現：1.依據建構的理論框架與設計指引，設定整體總目標與單元目標: (1)整合幽默素養與語言發展之能力構面的願景目標為辨識、理解、賞析、重述、創造、回應六構面；(2)整體課程架構涵蓋理論基礎篇、策略技巧篇、應用情境篇三部分；(3)整合幽默與語言之認知漸層分類學習目標，以4Cs框架設計編寫素養導向的幽默融入華語課程教學方案與教材。 2.實境教學測試，由「幽默笑點速配」前後測、「幽默回應．回應幽默」、「笑話分享短片錄製」與「學習者回饋問卷」學習者表現，證實課程有提升學習者幽默素養的成效。3.由「幽默文本故事重述」、「學習者回饋問卷」及完成溝通合作學習任務的語言輸入與輸出，皆證實課程有提升學習者華語能力的成效。4.由課前學習單、課前暖身活動、議題討論與「學習者回饋問卷」的結果，證實課程有提升學習者跨文化能力的成效。
結論與建議：本研究總結討論與反思，對於設計幽默華語課程給予如下建議：1.考量師生需求、教學資源與限制，確立可行課程願景與教學目標。2.介紹幽默的益處與功能，也需提及幽默潛在的冒犯風險和可能造成的後果。3.結合生活經驗，揀選不同文體、形式、風格的幽默素材與實例。4.選擇適宜的幽默素材進行分類分級與改編。對未來研究方向建議如後：1.以華語學習者進行完整課程的教學行動研究。2.發展經過科學化、系統化驗證信效度的華語幽默素養測驗。3.確立系統化華語幽默素材分級、分類準則，建置幽默素材語料庫。4. 擴充或彈性選擇幽默華語課程內容。

Background and Motivation: Due to globalization and the widespread use of the internet, elements of humor pervade daily life, prevalent in popular culture, entertainment performances, and social media. Humor is a popular personal trait and has become a relevant topic in academic research. Integrating humor into language learning research has gradually received attention, with the number of studies increasing. However, influenced by the two myths of misunderstanding humor's ambiguity and the Chinese perception of lacking a sense of humor, the advocacy for integrating humor into language learning has not been emphasized in the field of Chinese language teaching. With the paradigm shift, language learning has incorporated ecological language education perspectives and sociocultural learning theories, advocating for dual focus on language and content themes. The new concept of language learning, “Content and Language Integrated Learning” (CLIL), has thus emerged, with “Humor Integrated Language Learning” (HILL) a possibility for innovative language teaching. Humor competence is part of intercultural competence and communication skills. Chinese language teaching should not be limited by the myth that humor is vulgar jokes and that Chinese people lack a sense of humor, excluding the learning of humor competence from Chinese language learning.
Purpose and Questions: The primary aim of this study is to design a Chinese humor curriculum that integrates language proficiency and humor competence as dual-focused teaching objectives, based on the core concept and curriculum design framework of “Content and Language Integrated Learning.” Furthermore, the course design will be implemented in real teaching contexts to evaluate its effectiveness and reflect on revisions. The research questions are as follows:
1. How can the teaching concept of “Content and Language Integrated Learning” be used to design and develop a curriculum that integrates humor into Chinese language learning?
2. Does the curriculum design enhance learners’ humor competence、improve learners’ Chinese language proficiency and boost learners’ intercultural competence?
Research Method: This study adopts the Design Research method, involving four stages: preparation, planning, action, and evaluation. These stages encompass theory construction, prototype design, prototype testing, and reflective revision. The goal is to develop a theory applicable to teaching realities, design a curriculum that can be applied in real-world settings, and then conduct a practical teaching experiment to verify the theoretical assumptions of the curriculum design and explore the challenges of teaching practice.
Research Results and Findings: Based on the constructed theoretical framework and design guidelines, the overall goals and unit goals are set: (1) the vision of integrating the competence dimensions of humor competence and language development into the six dimensions of identification, comprehension, appreciation, reproduction, creation, and response; (2) the overall curriculum framework covers the theoretical basics, strategies and skills, and application contexts; and (3) the integration of cognitive hierarchical domains of learning goals of humor and language, and the 4Cs framework is used to design and develop teaching plans and materials as a competence-based humor integrated Chinese language learning curriculum. 2. Learners’ performances found in the real-setting teaching, including the “Punchline Matching” pre and post-tests, “Humorous Response & Responding to Humor,” and “Joke Sharing Recording” demonstrated the effectiveness of the curriculum in boosting learners’ humor competence. 3. The performances of learners in the “Humorous Text Retelling”, the “Learner Feedback Questionnaire” and all of communicative and collaborative learning tasks confirmed the effectiveness in improving learners' Chinese language proficiency. 4. The effectiveness in improving learners' Chinese intercultural competence was demonstrated by learners’ performances in “Preview Worksheet,” Warm-up activities, Issue-discussion and the “Learner Feedback Questionnaire”.
Conclusion and Suggestions for future research: We discuss and reflect on our findings, and provide suggestions for future design and research of humor integrated Chinese language learning. In terms of curriculium design, we suggest: 1. Considering the needs of teachers and students, teaching resources, and limitations to establish feasible curriculum vision and teaching objectives. 2. Introducing the benefits and functions of humor while also mentioning the potential risks of offense and possible consequences. 3. Combining life experiences to select humorous materials and examples of different genres, forms, and styles. 4. Choosing appropriate humorous materials for classification, grading, and adaptation. In terms of future research, we suggest: 1. Conducting complete course teaching action research with Chinese as an additional language learners. 2. Developing scientifically and systematically validated Chinese humor competence tests. 3. Establishing systematic grading and classification criteria for Chinese humorous materials and building a humor material corpus. 4. Expanding or flexibly selecting content for humor integrated Chinese language learning.

1.中文部分
八耐舜子 (2018)。解憂起笑店：八耐舜子的塗鴉日記。臺北市：大田。
八耐舜子 (2019)。解壓放空店：八耐舜子的笑看青春集。臺北市：大田。
方慈安 (譯) (2020)。論幽默。(原作者：Terry Eagleton）。臺北市：商周出版。
王上玟 （2017）。華語演講言語幽默與學習者理解難點研究---以德籍學習者為例。臺北市：國立臺灣師範大學華語文教學系碩士論文（未出版）。
王志遠（1998）。中國學生對於英文笑話的理解力與欣賞力研究。臺北市：國立臺灣師範大學碩士論文（未出版）。
江宇舒（2017）。指長比與幽默風格、嘲笑風格、創造力之相關研究。臺北市：國立臺灣師範大學教育心理與輔導學系碩士論文（未出版）。
吳靜宜、陳學志、邱發忠、徐芝君 (2007)。 國中小學版幽默理解與幽默創造能力測驗之編製。應用心理研究，35，185-210。
吳璧純、詹志禹（2018）。從能力本位到素養導向教育的演進、發展及反思。教育研究與發展期刊，14(2)，35-64。
李大衛（2018）。學幽默---哈佛大學最熱門的一堂課：幽默培訓課。新北市：悅讀。
周平（2005）。幽默的心理緣起與社會緣起:一種關係過程的笑話社會學取徑。於2021年4月12日取自http://nhuir.nhu.edu.tw/retrieve/22088/ NSC99-2410-H343 -025- MY2. pdf。
岳曉東（2012）。幽默心理學:思考與研究。香港：香港城市大學出版社。
林立涓（2007）。日籍學生對中文笑話的辨認與理解。國立高雄市：高雄師範大學華語文教學研究所碩士論文（未出版）。
果永毅、許崇山（譯）（1986）。笑的歷史。（原作者：Jean Nohain）。北京市：生活．讀書．新知三聯書店。
邱發忠、陳學志、卓淑玲（2003）。幽默創造訓練之課程設計暨實徵效果評估。教育心理學報，34(2)，179-198。
洪欣慧（2021）。國中教師創造力教學自我效能與創造力教學行為之相關研究：以幽默感為中介變項。臺北市：國立臺灣師範大學創造力發展碩士在職專班碩士論文（未出版）。
翁穎哲、譚克平 (2008)。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，307，15-30。
張景媛、陳學志、黃譯瑩 (2004)。 幽默訓練融入綜合活動對國一學生創造思考與人際因應之影響。教育心理學報，36(1)，13-33。 https://doi.org /10.6251/BEP.20040224。
許英昭、莊福態、林祖強 (2012)。解析設計研究法的架構與實施：以科學教育研究為例。教育科學研究期刊，57(1)，1-27。
許靜岱（2021）。幽默融入國中表藝課默劇創作單元對學生之學習表現的影響。臺北市：國立臺灣師範大學創造力發展碩士在職專班碩士論文（未出版）。
郭姵含（2020）。幽默寫作教學對國中生幽默感及寫作能力的提升效果：以創造傾向為調節變項。臺北市：國立臺灣師範大學創造力發展碩士在職專班碩士論文（未出版）。
陳芊卉（2014）。言語幽默題材融入中級華語教學之個案研究。臺北市：國立台灣師範大學華語文教學系碩士論文（未出版）。
陳淑蓉、陳學志 (2005)。幽默感的定義與測量：多向度幽默感量表之編製。 應用心理研究，26，167-187。
陳學志（1991）。幽默理解的認知歷程。臺北市：國立台灣大學心理學研究所博士論文（未出版）。
陳學志（2004）。從「哈哈」到「啊哈」--統整知、情、意、行的幽默課程對創造力培養的影響。教育心理學報，35(4)，393-411。
陳學志（2010）。幽默與心理衛生」專題導讀：中外古今覓幽默，喚起民族幽默感。中華心理衛生學刊，23(2): 173-182。
陳學志、徐芝君（2006）。幽默創意課程對教師幽默感及創造力的影響。師大學報:〈創造力特刊〉，51，71-93。
焦瑛、馮國濤（2020）。30天幽默感提升班。臺北市：達觀。
程璐、馮立文、梁海源（譯）（2019）。喜劇大師的13堂幽默課。臺北市：商周。[原著：Dean, G. (2000). Step by step to stand-up comedy. Portsmouth, NH: Heinemann Drama.]
詹雨臻、陳學志、卓淑玲、Rod A Martin（2011）。區分良善與有害的幽默—正體中文版「幽默風格量表」的發展。測驗學刊，58，207-234。
蔡佳紋 （2004）。性別、英文程度及笑話類型對台灣高中生英文笑話理解之影響。高雄市：國立高雄師範大學系英語學系碩士論文（未出版）。
鄧艾玲（2003）。國中生對英語笑話理解欣賞力與文章辨別力之分析。高雄市：國立高雄師範大學英語學系碩士論文（未出版）。
鄭采菁（2020）。幽默融入華語教材之需求分析初探。臺北市：國立臺灣師範大學華語文教學系（未出版）。
薛申綱（2007）。家長幽默訓練課程對高中家長幽默感與親子溝通之影響研究。臺北市：國立臺灣師範大學教育心理與輔導學系研究所碩士論文（未出版）。
2.英文部分
Anderson, L.W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Annarita, G. (2017). Humor universals. In Attardo, S. (Ed.), The Routledge handbook of language and humor (pp. 17-33). New York: Routledge.
Attardo, S. (1994). Linguistic theories of humor. New York: Mouton de Gruyter.
Attardo, S. (2002). Translation and humour: An Approach based on the general theory of verbal humour (GTVH). The Translator, 8(2), 173-194.
Attardo, S. (2008). A primer for the linguistics of humor. In Raskin, V. (Ed), The primer of humor research (pp. 101-155). Berlin: Mouton de Gruyter.
Attardo, S., & Raskin, V. (1991). Script theory revis(it)ed: Joke similarity and joke representation model. Humor: International Journal of Humor Research, 4(3-4), 293–347.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bell, N. & Pomerantz, A. (2016). Humor in the classroom: A Guide for language teachers and educational researchers. New York: Routledge.
Bell, N. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241–258.
Berk, R. A. (2003). Professors are from mars, students are from snickers: How to write and deliver humor in the classroom and in professional presentations. Virginia: Stylus Publishing.
Brône, G., Feyaerts, K., and Veale T. (2006). Introduction: Cognitive linguistic approaches to humor. Humor, 19(3), 203–228.
Brown, A. L. (1992). Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
Brown, H. D. (2014). Principles of language learning and teaching (6th edition). NY: Pearson Education ESL.
Cabreram, V. M. (2008). Learning about humor: Teaching second language humor in ESL (Unpublished master’s thesis), Washington State University.
Canale, M. and Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Carrell, A. (1997). Joke competence and humor competence. Humor, 10(2), 173-185.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Coyle, D. (2005). CLIL-planning tools for teachers. Retrieved on 8/15/2021 from https://clilrb.ucoz.ru/_ld/0/29_CLILPlanningToo.pdf.
Coyle, D. (2015). Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning. Latin American Journal of Content and Language Integrated Learning, 8(2), 84-103. doi:10.5294/laclil.2015.8.2.2
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. U.K.: Cambridge University Press.
Davies, C. (2015). Humor in intercultural interaction as both content and process in the classroom. Humor, 28(3), 375-395.
Davies, C. E. (2003). How English-learners joke with native speakers: an interactional sociolinguistic perspective on humor as collaborative discourse across cultures. Journal of Pragmatics, 35(9), 1361-1385.
Dean, G. (2019). Step by step to stand-up comedy (程璐、馮立文、梁海源 Trans.). Portsmouth, NH: Heinemann Drama. (Original work published 2000)
Deneire, M. (1995). Humor and foreign language teaching. Humor, 8(3), 285-298.
Edelson, D. C. (2002) Design research: What we learn when we engage in design. The Journal of the Learning Sciences, 11(1), 105-121.
Gwendolyn, M. W., Case, E. R., & Reinhart, E. D. (2018). Overcoming the challenges of using humor in non-native instructional discourse. International Journal of Teaching and Learning in Higher Education, 30(2), 223-233.
Hackathorn, J., Garczynski, A. M., Blankmeyer, K., Tennial, R. D., & Solomon, E. D. (2011). All kidding aside: Humor increases learning at knowledge and comprehension levels. Journal of the Scholarship of Teaching and Learning, 11(4), 116 -123.
Hayati, A. M., Shooshtari, Z. G., & Shakeri, N. (2011). Using humorous texts in improving reading comprehension of EFL learners. Theory and Practice in Language Studies, 1(6), 652-661.
Heidari-Shahreza, M. A. (2020). Humor-intergrated language learning (HILL): teaching with and about humor. In Rucynski, J. & Prichard, C. (Eds.), Bridging the humor barrier: Humor competence training in English language teaching (pp. 79-106). USA: Lexington Books, Rowman & Littlefield Publishers.
Heidari-Shahreza, M. A., & Heydari, S. (2019). Humor-integrated language learning: A teacher's and student's perspective. TESOL Journal, doi: 10.1002/tesj.376.
Hodson, R. J. (2011). Media humour in the language classroom: using newspaper cartoons for authentic input and creative output. In Chan, W. M., Chin, K. N., Nagami, M., & Suthiwan, T. (Eds.), Media in foreign language teaching and learning (pp. 383-412). Boston: Walter de Gruyter.
Hodson, R. J. (2014). Teaching “humour competence”. In Proceedings of CLaSIC 2014 (pp. 149-161). Retrieved on 11/1/2019 from https://fass.nus.edu.sg /cls/wp-content/uploads/ sites/32/2020/10/hodsonrichard.pdf.
Hymes, D. (1972). On communicative competence. In Pride, J. & Holmes, J. (Eds.), Sociolinguistics (pp. 269-285). London: Penguin Books.
Kelly, E. (2003). Research as design. Educational Researcher, 32(1), 3-4.
Kim, J. & Lantolf, J. P. (2018). Developing conceptual understanding of sarcasm in L2 English through explicit instruction. Language Teaching Research, 22 (2), 208-229.
Koestler, A. (1964). The act of creation. US: Macmillan.
Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale, 75(2), 139-145.
Lucas, T. (2004). Deciphering the meaning of puns in learning English as a second language: A study of triadic interaction. Retrieved on 10/08/2020 from http://purl.flvc.org/fsu/fd/FSU_migr_etd-1016.
Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. Paris: International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua), University of Sorbonne. Retrieved on 9/14/2019 from https://www.researchgate.net/publication/237222904_Introducing_Content_and_Language_Integrated_Learning_CLIL.
McGhee, P. E. (2010). Humor as survival training for a stressed-out world: The 7 Humor Habits Program. Bloomington, IN: Author House.
McGraw, P. & Warner J. (2014). The Humor code: A global search for what makes things funny. US: Simon & Schuster.
Medgyes, P. (2002). Laughing matters: Humour in the language classroom. U.K.: Cambridge University Press.
Miller, J. L., Wilson, K., Miller, J., & Enomoto, K. (2017). Humorous materials to enhance active learning. Higher Education Research and Development, 36 (4), 791-806.
Minchew, S. S., & Hopper, P. F. (2008). Techniques for using humor and fun in the language arts classroom. Clearing House, 81(5), 232-236.
Nektaria, T., Faschingbauer, M., Mussuros, T., Ruch, W., & Anton-Rupert, L. (2019). Effectiveness and feasibility of a humor training in a routine care setting for people suffering from mental disorders. Humor, 32(3), 449-473.
Prichard, C. & Rucynski, J. (2022). L2 learners' ability to recognize ironic online comments and the effect of instruction. System, 105. https://doi.org/ 10.1016/j.system.2022.102733. Retrieved on 12/07/2023 from https://www. researchgate.net/publication/357170813_L2_Learners'_Ability_to_Recognize_Ironic_ Online_Comments_and_the_Effect_of_Instruction.
Prichard, C. & Rucynski, J. Jr. (2019). Second language learners’ ability to detect satirical news and the effect of humor competency training. TESOL Journal, 10(1), e00366.
Rafiee, M., Kassaian, Z. & Dastjerdi, H. V. (2010). The application of humorous songs in EFL classrooms and its effects on listening comprehension. English Language Teaching, 3(4), 100-108.
Raphaelson-West, D. S. (1989). On the feasibility and strategies of translating humour. Meta: Translators’ Journal, 34(1), 128-141.
Raskin, V. (1985). Semantic mechanisms of humor. Holland: D. Reidel Publishing.
Reimann, A. (2015). Teaching intercultural understanding using humor. Utsunomiya University Journal of International Studies (宇都宮大學國際學部研究論集), 40, 111-124.
Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240.
Ruch, W. & McGhee, P. E. (2014). Humor intervention programs. In Parks, A. C. & Schueller, S. M. (Eds.), Handbook of positive psychological interventions, (pp. 197-193). Oxford: Wiley-Blackwell.
Ruch, W. (2007). Tools used for diagnosing humor states and traits. In Ruch, W. The sense of humor: Explorations of a personality characterristic (pp. 405-412). Berlin: De Gruyter.
Ruch, W., & Heintz, S. (2019). Humor production and creativity: Overview and recommendations. In Luria, S. R., Baer, J. & Kaufman, J. C. (Eds.), Creativity and humor (pp. 1-42). Elsevier Academic Press.
Rucynski Jr., J. (Ed.). (2016). New ways in teaching with humor. Alexandria: TESOL Press.
Rucynski Jr., J., & Prichard, C. (Eds.) (2020). Bridging the humor barrier: Humor competency training in English language teaching. Lexington Books.
Rucynski, J. Jr. (2011). Using The Simpsons in EFL classes. English Teaching Forum, 1, 8-17.
Rucynski, J. Jr. (2020). Going beyond the surface with pop culture: Using humorous cartoon series to explore social issues in the foreign language classroom. In Werner, V. and Tegge, F. (Eds.), Pop culture in language education: Theory, research, practice (pp. 107-120). N. Y.: Routledge.
Schmidt, S. R. (2002). The humour effect: Differential processing and privileged retrieval. Memory, 10 (2), 127-138.
Schmidt, S. R., & Williams, A. R. (2001). Memory for humorous cartoons. Memory & Cognition, 29 (2), 305-311.
Schmitz, J. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor, 15(1), 89-114.
Suls, J. (1983). Cognitive processes in humor appreciation. In McGhee, P. E. & Goldstein, J. H. (Eds.) Handbook of Humor Research (pp. 39-57). NY: Springer. doi:10.1007/978-1-4612-5572-7_3.
Trachtenberg, S. (1979). Joke-Telling as a Tool in ESL. TESOL Quarterly, 13(1), 89-99.
Van Ek, J. A. (1986). Objectives for Foreign Language Learning. Volume I: Scope. France: Council of Europe.
Vega, G. M. (1990). Humor competence: The fifth component. Paper presented at the 24th Annual Meeting of the Teachers of English to Speakers of Other Languages, March 6-10, San Francisco, CA.
Wanzer, M. B., Frymier, A. B. & Irwin, J. (2010). An explanation of the relationship between instructor humor and student learning: Instructional humor processing theory. Communication Education, 59(1), 1-18.
Wulf, D. (2010). A humor competence curriculum, TESOL Quarterly, 44(1), 155-169.
Wyer, R. S., & Collins, J. E. (1992). A theory of humor elicitation. Psychological Review, 99(4), 663–688.
Ziv, A. (1988). Using humor to develop creative thinking. Journal of Children in a Contemporary Society, 20 (1), 99-116.