This book has been written on the assumption that a view of life based on the humorous acceptance of a plurality of meanings is more comprehensive and rewarding than one which takes for granted the existence of one real world, which separates humour from the realm of the serious. This view can constitute the source of an interest in the examination of humour in a social setting traditionally associated with solemnity, i.e. the classroom. The present study is about the role of humour in language education, focusing principally on the examination of humorous interaction. The study uses spoken data in a naturalistic setting and draws on traditions of classroom discourse analysis, conversation analysis and (micro)ethnography. Foreign language classroom-specific humour is described, a form of humour characteristic of foreign language classrooms, which facilitates learning by transmitting knowledge in the form of humorous talk around the text. The conclusions should be especially useful to textbook writers, teachers and teacher educators who may be interested in using humour in their language classes.
