WHAT CAN FOREIGN LANGUAGE TEACHERS LEARN FROM MULTIDISCIPLINARY HUMOUR RESEARCH

Sanja R.  Josifović-Elezović

doi:10.21618/fil2124222j

Authors

Sanja R. Josifović-Elezović University of Banja Luka Faculty of Philology

DOI:

https://doi.org/10.21618/fil2124222j

Keywords:

education, foreign language, humour, learners, teachers, teaching

Abstract

The aim of this article is to explore the advantages of the employment of humour in foreign language teaching for teachers and adult learners. How could teachers and learners in foreign language instruction benefit from improved humour awareness and developed humour competence? The paper reviews major definitions, theories, functions, and types of humour from multidisciplinary humour research, and examines the role of humour in foreign language instruction in view of important empirical findings and current requirements for foreign language speakers as stated in Common European Reference for Languages (2020). Conclusions suggest which kinds of humour should be incorporated into a contemporary foreign language classroom, and why. Further study recommendations are proposed that would allow for more eﬀective applications of humour in modern adult foreign language education.

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