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Using Limericks in TEFL · Can Be Fun and Develop a Positive Attitude to Limericks Are a Type of Humorous Poetry

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Using Limericks in TEFL · Can Be Fun and Develop a Positive Attitude to Limericks Are a Type of Humorous Poetry УПРАВЛЕНИЕ И ОБРАЗОВАНИЕ MANAGEMENT AND EDUCATION TOM IX (3) 2013 VOL. IX (3) 2013 ИЗПОЛЗВАНЕ НА ЛИМЪРИЦИ В ПРЕПОДАВАНЕТО НА АНГЛИЙСКИ ЕЗИК КАТО ЧУЖД Иван Соколов USING LIMERICKS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE Ivan Sokolov ABSTRACT: The limerick is a relatively unknown poetic form in Bulgaria. These funny and often bawdy five-line verses are, however, beguiling and easy to remember. Therefore, they can be exploited to develop stu- dents’ language skills and knowledge of vocabulary, grammar and pronunciation. The paper outlines a number of activities of using limericks in teaching English as a foreign language (TEFL), ranging from controlled to free, creative ones. Key words: limerick, teaching English as a foreign language, foreign language teaching, classroom activities, learning task. Introduction What is a limerick It is generally agreed that the basic aim of all The limerick is a relatively unknown poetic language teaching is to develop communicative form in Bulgaria. It originated in England in the competence. However, while trying to achieve 18th or early 19th century (its exact origin and this aim, teachers still often focus mainly on the how it acquired its name is still debatable) and rules of grammar and vocabulary or the devel- was popularised by Edward Lear in his A Book of opment of the four major skills of listening, Nonsense, published in 1845. speaking, reading and writing, largely neglecting Despite some variations, such as the extended to train their students how and when to use the or double limericks, or mixed forms, such as the language appropriately and effectively. This lan- limeraiku, the standard limerick is a stanza of guage appropriateness includes the use (or non- five lines, where the first, second and fifth are of use) of humour and ribaldry, subjects that are equal length and rhyme with one another, while considered controversial or even taboo by many. the third and fourth are shorter and rhyme with Course book writers are also extremely cautious each other (AABBA). The meter of the limerick in this respect (the most notable exceptions is usually the anapaest, but there are also amphi- probably being Woolard 1996, Woolard 1999 brachic ones. Many limericks show some form of and Medgyes 2002), bearing in mind that their internal rhyme, alliteration or assonance, or some materials have to sell well and suit the needs of a element of word play. The first line commonly variety of learners of different cultures through- features a person and a place, the place coming out the world. last and thus providing the rhyme scheme for the The present paper suggests one way to over- second and the fifth lines. In the majority of lim- come this deficiency, namely by using limericks ericks the last line acts as a punch line and intro- in the foreign language (FL) classroom. These duces the script opposition typical of humour and funny and often bawdy five-line verses are gen- jokes, in particular. erally appealing and easy to remember. Limerick The contents of limericks are extremely di- activities can be exploited for a variety of pur- verse. Here is what one of the best-known limer- poses: to introduce a topic; consolidate and ex- ick collectors says: “For if there is one thing that pand students’ knowledge of English grammar, has impressed me, it is the astonishing variety of vocabulary and pronunciation; develop their lan- the material written in this simple verse form. guage skills; and encourage creativity in the FL. There is sophisticated wit and bawdy humour, Thus, they can make a valuable supplement to satire and barbed social content, nonsense and the main textbook. fantasy, wry irony and, yes, even quite serious 79 limericks” (Parrott 1991: p.7). A lot of limericks boast a natural “bouncy” rhythm or meter, which can be regarded as obscene, “traditionally a joke makes them extremely easy to read, recite or for men, a verse to be recited in smoke-filled even sing. Due to their rhymes and rhythm, they bars or clubhouses, at businessmen’s conferences are particularly useful for practising English pro- or in rugger changing-rooms” (ibid.: p.14). Leg- nunciation and intonation. The common use of man (1988: pp. x-xi) even holds that the form is geographical names in the first line enlarges stu- essentially transgressive and violation of taboo is dents’ knowledge of geography and world cul- part of its function. Nonetheless, there are some ture. Limericks are also undoubtedly helpful to brilliant “clean” limericks, as anyone who has practise grammar and structures (for example, read more than a few of these poems knows. “there was”, the Past Simple Tense, conditional Since their appearance, limericks have been forms, etc.). extremely popular in the English-speaking world. By reading limericks, students expand their There are different limerick-writing competitions active and passive vocabulary as well: they often in the UK and USA (in the first decade of the come across familiar words in novel contexts; 20th century there were even such prizes on offer master new meanings used in puns; discover a as furnished houses or an income for life!). Many wealth of synonyms, antonyms, homonyms, etc; famous writers have been tempted to try their and, last but not least, learn words and expres- pen at this type of verse, Mark Twain, Dante sions that no textbook dares to teach – the sort of Gabriel Rossetti, Lord Tennyson, Rudyard language which is often defined as politically Kipling, Norman Douglas, Isaac Asimov, Ogden incorrect, lewd or obscene, but which is never- Nash, W. H. Auden and Walter de la Mare theless part and parcel of human communication. among others. To sum up, in addition to the above- mentioned potentials, limericks Reasons for using limericks in TEFL · can be fun and develop a positive attitude to Limericks are a type of humorous poetry. the FL and language learning; Their main aim is to generate laughter. Humour · are easy to remember. They can be recited and laughter can have a beneficial role in lan- over and over again, including outside the guage teaching and their motivational value is classroom, which helps students memorise undeniable. Therefore the justifications for using patterns of language; humour in the FL classroom are the same as · can be used to develop all four major lan- those for using humour. Here are some of the guage skills; general potentials of humour as described by · are particularly useful for practising pronun- Medgyes (2002: p.5). “Humour ciation, rhythm and intonation; · can be used to practise certain grammatical · is a good vehicle for providing authentic cul- structures, e.g. past tenses, conditional tural information; forms, etc; · builds bridges between cultures; · can be used to expand student’s active and · practises language items in genuine contexts; passive vocabulary; · brings students closer together; · can be used to introduce politically incorrect, · releases tension; lewd or obscene language that cannot be · develops creative thinking; normally found in school textbooks; · provides memorable chunks of language; · can expand learners’ geographical and ency- · reinforces previously learnt items; clopaedic knowledge; · generates a happy classroom; · can be used to balance a lesson, as a lead-in · enhances motivation; or a follow-up activity; · enriches textbook-based courses; · encourage creativity in the FL. · introduces a refreshing change from routine language-learning procedure.” On the other hand, like most humour, limer- icks can be hurtful. If not chosen carefully to Limericks are, however, a peculiar type of match the students’ linguistic and conceptual poetry. Like most other humour genres, they can level, ethic standards, sense of humour, etc, they be used to develop all four basic skills of speak- can come to be regarded as offensive by the ing, listening, reading and writing. But they also learners and their use may turn out to be a 80 teacher’s ill-fated attempt at toilet humour. The Task 1a. Complete the limerick with one criteria for the choice of limericks will be dis- word only for each gap, having in mind its rhyme cussed later in this article. scheme AABBA. Suggested limerick activities There was a young man of Cape Horn, Who wished he had never been _____. This section proposes a variety of activities, And he'd never have _____ ranging from controlled to free, creative ones. If his father had _____ Most of them have been tried out in class. The That the end of the rubber was _____. sample tasks have been designed for students at The aim of this task is to practise the use of intermediate or higher level of English. This does the Third Conditional in a funny and amusing not mean, however, that in some cases similar way. If necessary, you should pre-teach the limerick activities cannot be used at lower levels meaning of “rubber”. Discuss with your students too. The focus will be on how teachers can them- what part of speech they need for each gap (past selves develop limerick materials suitable for the participles) and ask them to suggest words rhym- level of proficiency and age of their particular ing with “-orn”. If they find the task too difficult, group of learners. Ordinary activities such as give them the first letter of each word as a clue reading, reciting or listening to limericks are not or words to choose from (born, been, seen, torn). included in the section as they are too well- known to examine. Task 1b. Rearrange the following mixed-up The limericks have been taken from the fol- lines to make a limerick. lowing sources: Baring-Gould 1968, Limericks 1992 and Parrott 1991. Some good “clean” lim- It was grey, long-eared, and ate grass.
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