Understanding and Teaching The Concept of Sarcasm To ESL Learners Final Qh0bql

Teaching the Concept of Sarcasm to
ESL/EFL Learners
Shanda Eisel
MA TESOL, Eastern Michigan University
How do we define sarcasm?
• Can be difficult drawing the line between irony and sarcasm
• Verbal irony: when someone says the opposite of what they

actually mean
• Sarcasm: a form of irony, or saying the opposite of what you mean,

which is used to make fun of someone or something
Recognizing Sarcasm
"The Sound of Sarcasm" by Henry Cheang and Marc D. Pell
• Discusses how to recognize sarcasm

• Sarcasm is known by tone of voice, prosody of speech, and facial
expressions
• May be why people from some cultures have a harder time
distinguishing it
Recognizing Sarcasm continued
"The Sound of Sarcasm" by Henry Cheang and Marc D. Pell
• A drop in tone at the end of a statement

• A more nasally way of saying something
• Slower, more drawn-out speech
• Facial expressions such as eye-rolling, sneering, or blank face when
saying a positive statement
How the Brain Reacts to Sarcasm
"Subjective Auditory Features of Sarcasm" by Daniel Voyer and Cheryl
Techentin
• Also discussed the auditory features of sarcasm

• Discussed how the brain reacted when utterances were said in either
a sarcastic or sincere way
• For sincerity, there was a right ear, left hemisphere advantage
How the Brain Reacts to Sarcasm ctd
"Subjective Auditory Features of Sarcasm" by Daniel Voyer and
Cheryl Techentin
• When sarcasm was introduced, it was the opposite (Voyer and

Techetin, 229).
• This study found that sarcasm, as sincerity could be detected by a
variety of subjective auditory cues. This study, like the one above
also found that lower pitch and slower speed indicated sarcasm
over sincerity.
Study on Korean English Learners
Understanding of Sarcasm
• People from other cultures may not understand why we sometimes
say the opposite of what we mean.
Article: “How Korean EFL Learners Understand Sarcasm in L2

English” by Jiun Kim
• Observed how adult Korean EFL students understood sarcasm
from short clips of the television show "Friends".
• 28 adults, all holding a Bachelor’s degree or higher, and all
participants had studied English in Korea from 4th or 5th grade
Study on Korean English Learners
Understanding of Sarcasm continued
• The study also used 15 native speakers as the control group, and it notes that although perceptions of sarcasm differ
from one person to another, the native speakers would give a general idea of what was expected to be seen in the
clips as sarcastic or not.
• When native speakers would interpret something as being meant to tease in a humorous and friendly way, Korean
speakers interpreted them as expressing frustration or criticism in an indirect way,
• E.g. “Chandler: (1a) Ok, I think she’s trying to tell us something. (1b) Quick, get the verbs.”
• 69% of NS thought this utterance was meant to tease Rachel in a friendly way
• Only 20% of Korean speakers said this, whereas 40% of Korean speakers thought it was used for “both expressing and
covering up his frustration at the same time so he would not be blamed by the interlocutor for being sarcastic” (Kim,
2014).
• Korean speakers understood when sarcasm was used,but had more negative understandings of why it was being used
from NS.
• May be because although Koreans have ban-eo, they do not have as many opportunities to use sarcasm as NS.
Suggestions From the Article
• Article concludes by giving ideas about pedagogical interventions
on teaching the concept of English sarcasm
• Recommends a more detailed definition of sarcasm, comparisons
of examples with Korean Ban-eo, and video clips to demonstrate
its use in American culture
• Although giving examples and video clips are helpful in teaching
sarcasm to ESL learners, it is also important for teachers to
understand the way sarcasm can be conveyed through tone of
voice, and to give an explanation to students, because they may
not have the same cues in their cultural use of it.
Regional Variations in the US
Article: “Regional Variations in the Use of Sarcasm” by Megan L Dress
and Roger J Kreuz
• Discussed how people from the northern and Southern regions of

the US interpreted sarcasm
• An experiment using 208 participants, 72 from New York, and 136
from Tennessee, who volunteered to fill out booklets
• Included demographic information, statement completion in regards
to different scenarios, and scenarios which had four statements to
choose from to complete them
Regional Variations in the US continued
• First set of scenarios, northern participants more likely to choose
sarcastic statements than southern students
• Probably because northern students saw sarcasm as a negative
way to express themselves, but also humorous
• Whereas southerners did not find as much humor in sarcasm, so
were less likely to use it freely
• Second set of scenarios, answers were similar
Regional Variations in the US continued
• The paper says probably because there were more positive choices
• The booklet also had both groups define what irony and sarcasm was, and they all
associated sarcasm with irony, but also could differentiate the two in a meaningful
way.
• Northerners were more likely to see sarcasm as humorous, at 56% whereas
southerners only had 35%.
• Explains why Northern students used sarcasm much more spontaneously than
southerners
• Also looked at whether males or females produced more sarcastic responses in the
free response section, and showed that they both gave responses that were
sarcastic in equal amounts
• Contradicts previous studies, but is the only one with these results
Conclusion
• Discussed vocal cues for hearing sarcasm, as well as visual cues for
context
• Consisted of slower speech, lower intonation, and more drawn out words
• Facial expressions, e.g. Straight-face, eye-rolling, and sneering
• Also discuss how Korean EFL learners understand sarcasm to give an
example of why a lesson on sarcasm would be important in the ESL
classroom
• Many foreign students have a more difficult time understanding sarcasm
because of a lack in contextual evidence, provided by an innate
understanding of the everyday use of English
Conclusion continued
• Physical cues that show someone is using sarcasm may vary from
culture to culture
• Some cues, such as blank face while making a positive remark may
not register to ESL students
• Concluded with regional variations in usage of sarcasm
• Although it may be all right to use sarcasm more freely in some parts
of the US, others take a more negative view of it, and may respond in
a negative way
• It is best to be sure that those we use it with understand what we
mean by it.
Videos For Further Context
• https://youtu.be/coBBfe_-uOo
• https://youtu.be/w5aZPbxWH74
Lesson On Sarcasm For ESL Learners
Teaching Point:
This lesson is meant for intermediate to advanced level ESL students, and is about
the nuances of sarcasm, how to distinguish it by a person’s intonation and practice
using sarcasm.

SWBAT:
• Point out the difference between sarcasm and sincerity, e.g. Lower intonation of
voice at the end of positive statements, slower, more drawn-out speech, and blank
face or eye-rolling when using positive statements, when sarcasm is being
employed, after watching the video and listening to given examples.
• Use tone of voice, drawn-out speech and facial expressions to make sarcastic
statements.
Lesson Continued
Introduction Time: 8 minutes
• Teacher (T) will introduce the lesson on sarcasm, and ask students, (Ss)
if they can give a definition of what they think it is. T will tell Ss that
sarcasm is when someone says the opposite of what is meant, and can
be used in a humorous way, or to hurt someone. T will explain that in
American culture, sarcasm is often used in everyday conversation
amongst native speakers, so it is good to understand what is going on
when it is used, so that Ss and native speakers do not have
misunderstandings.
• T will ask Ss if they would like to give any examples of sarcasm before
we watch a video demonstrating its use.
Lesson Continued
Video activity Time: 10 minutes
• T will explain that when using sarcasm, we change the intonation of what we say in order
to make it obvious to the other person we do not mean it. We slow our speech, draw out
certain words, and lower our pitch at the ends of words to imply sarcasm. It is also
demonstrated in facial expressions, such as eye-rolling, sneering, or straight face.
• T will have Ss watch a video called “Sarcasm/verbal irony” http://youtu.be/81c44-CDP7E.
• T will ask Ss to listen to the way sarcastic statements were said and give some examples
after watching the video.
More examples Time: 8 minutes

• T will give more examples of sarcasm for Ss to hear, and ask if they have any of their own
to share.
Lesson Continued
Activity Time: 10 minutes
• T will have Ss work in small groups to play a game where they are given some
situations in which sarcasm may be employed, and they will need to practice the
intonation, prosody and facial expressions accompanying sarcastic statements.
The first two situations will have examples of what to say, but others will require
them to be creative and come up with their own. T will answer questions and help
where needed.
Wrap-up Time: 3 minutes

• T will wrap up the class by reviewing the definition of sarcasm, but will tell Ss that
using it among friends who understand what they are intending is best, and not
to use it in professional settings in order to avoid misunderstandings.
References
1. Cheang, Henry S. And Marc D Pell. "The Sound of Sarcasm". Speech
Communication, 2008, Volume 50, Issue 5
2. DNews. "Are Sarcastic People Smarter?" Video: https://youtu.be/w5aZPbxWH74
3. Dnews. "When Do We Pick Up On Sarcasm?" Video: https://youtu.be/coBBfe_-uOo
4. Dress, Megan L. And Roger J Kreuz The University of Memphis, Tennessee, Kristin
E Link, State University of New York at Oswego, Gena M. Caucci, The University of
Memphis, Tennessee. “Regional Variation in the Use of Sarcasm”. Journal of
Language and Social Psychology, Vol. 27, #1. (March 2008).
5. Kim, Jiyun. “How Korean EFl Students Understand Sarcasm In L2 English”. Applied
Linguistics Department, The Pennsylvania State University. Journal of Pragmatics
60, (2014) 193-206.
6. Voyer, Daniel and Techentin, Cheryl. "Subjective Auditory Features of Sarcasm".
Metaphor and Symbol, 09/2010, Volume 25, Issue 4

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Teaching the Concept of Sarcasm to

• Verbal irony: when someone says the opposite of what they

• Sarcasm: a form of irony, or saying the opposite of what you mean,

• Discusses how to recognize sarcasm

• A drop in tone at the end of a statement

• Also discussed the auditory features of sarcasm

• When sarcasm was introduced, it was the opposite (Voyer and

Article: “How Korean EFL Learners Understand Sarcasm in L2

• Discussed how people from the northern and Southern regions of

More examples Time: 8 minutes

Wrap-up Time: 3 minutes

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