Schmitz(2002)从外语教学目的角度，划分幽默为语言幽默、文化幽默和普遍幽默，并对三类幽默在二语学习过程中的难易顺序做出了假设。本文以汉语笑话作为汉语幽默的代表，以Schmitz的外语教学目的分类为基础，设计了相关实验来探究影响汉语二语学习者理解与欣赏汉语笑话的因素。

首先，采用4(笑话类型）*3（文化圈）*2（性别）的混合设计的重复测量方差分析实验，探讨语言、文化、修辞、语用四种笑话类型，尼泊尔、日韩、欧美三大文化圈及性别因素对汉语笑话理解与欣赏是否有影响。研究结果表明，在笑话理解方面，笑话类型对笑话理解率有显著影响，由高到低依次是普遍笑话（修辞笑话和语用笑话）、语言笑话、文化笑话。修辞笑话中反语、比喻较难理解；语用笑话中关联准则以及委婉语难理解；语言笑话中词汇笑话最容易；文化笑话中社会现象类容易理解，思想观念类难理解。文化圈与笑话类型具有交互作用，日韩学生对文化笑话理解最好，欧美学生对文化笑话理解最差。性别不影响笑话的理解。在笑话欣赏方面，笑话类型对笑话欣赏不具有显著影响。文化圈对笑话欣赏具有显著影响，欣赏度由高到低依次是尼泊尔、欧美、日韩。性别对笑话欣赏具有显著影响，女生对笑话的欣赏度高于男生。

其次，以至少通过一次HSK6级考试的本学院研究生留学生为对照样本，以HSK5级本科留学生认为较难的20个笑话为测试材料，探究语言水平对汉语笑话理解和欣赏的影响。结果显示，语言水平对留学生理解和欣赏语言笑话、文化笑话均有显著影响，尤其是对一些社会现象类和文化符号类笑话。

通过SPSS相关性分析，发现HSK5级本科留学生对汉语笑话的理解与欣赏总体上是正相关关系，但欧美学生呈倒U型关系。本文还以问卷的形式对中国人的汉语笑话欣赏进行了调查，得出了中国人和HSK5级本科留学生欣赏的笑话存在明显的负相关关系。

再次，本文还对留学生进行了访谈，验证了上述结论的同时，得出了笑话在课堂上的使用频率与使用时机也会影响笑话的理解。认知和情绪两种幽默接收类型、思维和直觉两种学习风格与笑话主题都会影响留学生对笑话的欣赏程度，留学生喜欢的主题大都是生活化的主题，比如：朋友、家庭、爱情、校园等等，男生更喜欢爱情类笑话。

      最后，综合以上结论，为对外汉语教材内容的主题选择和难易程度，对外汉语教学中不同语言水平不同文化圈的班级的笑话使用、语言技能培养等提出了建议。幽默理解、欣赏、表达与创造是一个完整的过程，在理解与欣赏的基础上，可以对幽默进一步深入研究。

Schmitz (2002) divides humor into linguistic humor, cultural humor and universal humor from the perspective of foreign language teaching purpose, and makes assumptions on the order of difficulty of three types of humor in the process of second language learning. Based on Schmitz's classification of foreign language teaching purposes, this paper designs relevant experiments to explore the factors that affect Chinese second language learners' comprehension and appreciation of Chinese jokes.

First of all, the Repeated Measures Design experiment of 4 (joke types) *3 (cultural spheres)* 2 (genders) was carried out to explore whether the four joke types of language, culture, rhetoric and pragmatics, three cultural spheres of Nepal, Japan and South Korea, Europe and the United States, and gender factors have impacts on the comprehension and appreciation of Chinese jokes. The conclusion is that joke types have significant influence on joke comprehension.From easy to difficult, the order is universal jokes (rhetoric jokes and pragmatic jokes), language jokes and cultural jokes. In rhetorical jokes, irony and metaphor jokes are difficult to comprehend. In pragmatic jokes, relation maxim and euphemism jokes are difficult to comprehend. In linguistic jokes, lexical jokes are easiest. In cultural jokes,social phenomenal  jokes are easy to comprehend, and ideological jokes are most difficult to comprehend. Cultural sphere has interaction in joke types, Japan and South Korea have the best comprehension of cultural jokes.Europe and the United States have the worst comprehension of cultural jokes. Gender does not affect the comprehension of jokes. The conclusion about joke appreciation is that: joke types have no significant influence on joke appreciation. Cultural spheres have significant influence on joke appreciation, the degree from high to low is Nepal, Europe and the United States, Japan and South Korea. Genders have significant influence on joke appreciation, and the appreciation degree of girls is higher than that of boys.

Secondly, taking the graduate students of Chinese language and culture college of our college who have passed the HSK6 test at least once as the control sample, 20 jokes that are difficult for the foreign students of HSK5 undergraduate are tested to explore the influence of language level on joke comprehension and appreciation. The conclusion shows that with the improvement of language level, the comprehension and appreciation degree of HSK6 graduate students for language and cultural jokes have improved significantly, especially for social phenomenonal and cultural symbol jokes in cultural jokes.

Through SPSS correlation analysis, it is concluded that HSK5 undergraduate students' comprehension and appreciation of Chinese jokes are positively correlated on the whole. But in different countries, the United States and European students have an Inverted U-shaped relationship. This paper also investigates the appreciation of Chinese to Chinese jokes in the form of a questionnaire, and concludes that there is a significant negative correlation between the  appreciated jokes of Chinese and HSK5 undergraduate students.

Thirdly, this paper also interviewed foreign students to verify the above conclusions. At the same time, it was concluded that the frequency and timing of using jokes in class would also affect the comprehension of jokes. Two types of humor reception of cognitive and emotional, two learning styles of thinking and intuition, and themes will affect the appreciation of jokes. Most of the themes that foreign students like are life-style themes, such as friends, family, romantic love, campus, and so on. Boys prefer romantic love jokes.

Finally, based on the above research conclusions, some suggestions are put forward for the topic selection and the degree of difficulty of the content , the use of humor in the classes with different language levels and cultural spheres in teaching Chinese as a foreign language,and the development of language skills. Comprehension, appreciation, expression and creation of humor is a complete process, which can be further studied on the basis of comprehension and appreciation.