نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد

2 دانشیار گروه زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد

3 استادیار گروه زبانشناسی، دانشگاه فردوسی مشهد

چکیده

در این مقاله با هدف بررسی تولید طنز در کودکان پیش‌دبستانی از دیدگاه زبان‌شناسی، منبع دانش     ساز و کار منطقی را به عنوان مبنای نظری تحلیل برگزیده‌ایم. ساز و کار منطقی بعد از تقابل انگاره، مهم‌ترین متغیر در نظریه عمومی طنز کلامی است. ساز و کار منطقی در این نظریه، شیوه تحلیل عدم‌تجانس بین دو انگاره متقابل را بیان می‌کند. شرکت­کننده‌های این تحقیق 100 کودک پیش‌دبستانی 4-6 ساله شامل 50 دختر و 50 پسر بودند که به منظور بررسی تولید طنز از آنها خواسته شد خاطره خنده­داری که برای خودشان اتفاق افتاده را تعریف کنند. خاطرات کودکان، فیلم‌برداری و در جداولی که به این منظور طراحی و  پیاده‌سازی شد. دلیل خنده‌دار دانستن خاطره از دید کودک عدم‌تجانس خاطره کودک است. این عدم‌تجانس، بر اساس طبقه‌بندی وارن و مک گراو (2015) که جدیدترین شیوه تحلیل عدم‌تجانس است تحلیل شد. عدم‌تجانس در طبقه‌بندی وارن و مک گراو شامل چهار ساز و کار منطقی غافلگیری، غیرمعمولی بودن، برابرنهادی و تخطی است. نتیجه این تحقیق نشان داد که کودکان در بیان خاطرات طنزآمیزشان بیشتر از ساز و کار منطقی غافلگیری استفاده می‌کنند و ساز و کارهای منطقی غیرمعمولی بودن و تخطی بعد از ساز و کار منطقی غافلگیری پرکاربردترین ساز و کارهای منطقی در ساخت خاطرات طنز کودکان است؛ در حالی که ساز و کار منطقی برابرنهادی در تولیدات طنزآمیز کودکان بسیار کمتر مورد استفاده قرار گرفته است. از نظر جنسیتی در سنین پیش‌‌دبستانی در نوع و تعداد ساز و کار‌های منطقی به کار رفته در تولیدات طنز دخترها با پسرها تفاوت قابل ملاحظه‌ای وجود ندارد. ساز و کار منطقی غافلگیری و غیرمعمولی بودن بالاترین میزان کاربرد را در تولید خاطرات خنده‌دار کودکان داشته است. کاربرد بیشتر این دو ساز و کار منطقی بیانگر تقابل پایه‌ای است که به لحاظ شناختی نیز مورد تأیید است. تأکید مقاله حاضر مبنی بر استفاده از نظریه عدمتجانس در ساز و کار منطقی طنز در کودکان است و مقاله حاضر قصد دارد این فرآیند را در کودکان پیش‌دبستانی بین 4-6 ساله با استفاده از این نظریه به چالش بکشد.

کلیدواژه‌ها

عنوان مقاله [English]

Investigation of Logical Mechanisms of Pre-school Children’s Humorous Productions

نویسندگان [English]

  • sarira keramati Yazdi 1
  • Shahla Sharifi 2
  • Ali Alizadeh 2
  • Atiye Kamyabi Gol 3

1 Ph.D. Candidate, Department of Linguistics, Ferdowsi University of Mashhad

2 Associate professor, Department of Linguistics, Ferdowsi University of Mashhad

3

چکیده [English]

The objective of the present paper is to investigate the production of humor in pre-school children in linguistics point of view on the basis of Logical Mechanism Knowledge Resource. Logical mechanisms, along with and after Script Opposition, is the second most important variable in the General Theory of Verbal Humor. In this theory, Logical Mechanism accounts for the incongruity between two script oppositions. Participants in the present paper are 100 pre-school 4-6 years old children (50 girls and 50 boys), who were asked to tell a funny memory that happened to themselves. The children’s memories were video recorded and transcribed in special tables. The reason for a memory to be considered funny from children’s point of view is the incongruity of children’s memory. This incongruity was investigated on the basis of Warren and McGraw (2015) which is the most recent method of analysis for incongruity. In Warren and McGraw’s classification, the incongruity includes four logical mechanisms: surprise, atypicality, juxtaposition and violation. The results of the present investigation revealed that the participants used logical mechanism of surprise more than the other logical mechanisms. Logical mechanisms of atypicality and violation after logical mechanism of surprise are the most frequent logical mechanisms in children’s humorous memory constructions, while the logical mechanism of juxtaposition was the least functional in children’s humor productions. Regarding gender differences, it can be concluded that in pre-school children there was no meaningful difference in the types and numbers of humor productions between males and females. It was also revealed that logical mechanisms of surprise and atypicality had the highest frequency in children’s humor productions. The more frequent use of these two logical mechanisms showed a basic oppositon which is approvable in cognitive theories.

کلیدواژه‌ها [English]

  • Humor
  • Incongruity Theory
  • Script Opposition
  • Logical Mechanism
  • Pre-school Children
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