ABSTRACT
This chapter presents key theoretical concepts related to humor. It reviews both foundational and published empirical studies that look at the role of humor in second language (L2) pragmatic development and use. The chapter highlights three broad, intersecting themes: humor as an aid to L2 pragmatic development, humor as a resource for L2 interactions, and humor as an aspect of the L2 to be learned. Whereas the precise relationship between humor and L2 pragmatic development remains to be specified, accounts of L2 learners playing in and with language suggest that a focus on humorous episodes can be used to gain insight into learners’ pragmatic competence. The understanding of humor as both an aid to pragmatic development and a resource for classroom management prompts us to consider what kinds of ‘pro-humor’ pedagogical activities teachers might want to implement in their classrooms.
