Emotional component introduced by humour as a way of building motivation and positive environment in foreign language teaching

Abstract

Learning a second language requires a positive classroom atmosphere. Providing a relaxing learning environment assists learners in their concentration, absorption of information and language acquisition. This paper presents humour as an effective tool in creating the affective second language classroom, and in learning a second language. Past studies on the issue confirm that the use of humour in teaching reduces tension, improves classroom climate, helps to establish and increase student-teacher rapport, and even facilitates learning. An analysis of the vast bibliography on the problem has proved that the use of humour, in addition to making classes more enjoyable, can contribute to improving students' proficiency. This research argues for the positive effect of this emotional aspect on the language teaching setting in increasing motivation and success thereafter. In this way humour is seen as a perfect means for language teachers to make their classrooms more inviting and conducive to learning.