Specific features and principles of using humour in foreign language classes

Teachers use different tools to sustain students’ attention for learning, as students can be distracted easily during the class. Using humour in teaching foreign languages in this sense is one of the methods that can help teachers make their classes not tedious and, at the same time, practical. The particular research employs the method of literature review and semi-structured interview (with two foreign language teachers) in order to find the answer to the following questions: If humour is beneficial in a foreign language class, and if it is beneficial, how can it be implemented in a foreign language class effectively; are there any limitations of using humour during a lesson.
The results show that humour plays a significant role in a foreign language classroom. Teachers employ humour with different aims, such as establishing a light and friendly atmosphere in the class and, in this way, making it less stressful, integrating some playfulness in the class to boost the learning effect and correcting students’ mistakes in a non-critical way and other pedagogical purposes. Teachers can start employing humour from the beginner level by using universal types of jokes and scaffolding the material, if necessary.
The limitations of using humour are related to different situations, such as the seriousness of the lesson (e.g., exam) or students’ characteristics (considering the level of the established rapport with students and their openness to the use of the teacher-initiated humour). Moreover, in the class, teachers must avoid some “taboo” topics. Following the obtained results, this article also suggests tips for using humour to enhance students’ speaking, listening, grammar, and vocabulary skills.