The use of humour in foreign language teaching and its impact on the learning process

Abstract

This article explores the effectiveness and methodological potential of using humour in the process of foreign language instruction. The primary aim of the study is to provide a theoretical and practical rationale for implementing humour as an instructional tool, and to examine its impact on learners’ motivation, cognitive engagement, and psycho-emotional well-being. Various forms of humour: including affiliative, aggressive, self-directed irony, and intercultural jokes are analysed in terms of their functions within the teaching and learning process. Drawing on empirical research, the article outlines the conditions for effective use and identifies possible limitations. Furthermore, concrete methodological recommendations are provided for the purposeful and content-aligned integration of humour into instructional practice.