HUMOUR IN ADULT FOREIGN LANGUAGE INSTRUCTION: PERCEPTIONS OF STUDENTTEACHERS FROM A TEACHING FACULTY

The aim of this study is to explore the extent to which the employment of humour in adult foreign language instruction represents an important advantage for teachers and learners. In light of definitions, theories, functions, and types of humour, the paper examines aspects and effects of humour in the classroom with adult foreign language learners from the student-teachers' points of view. It offers new insights into the topic from an empirical perspective in that it reveals perceptions of young adults who are simultaneously students and practising teachers of EFL. The examinees are the final year students of English at the Faculty of Philology, University of Banja Luka, who, for one semester, twice a week, give English language classes to adult learners at different levels of proficiency. These students preparing for a teaching career, are advised to use humour in their classes, monitor and evaluate its consequences. Their perceptions of its use and effects are examined in a face-to-face group interview and a few individual interviews. Qualitative content analysis reveals salient themes related to the role of humour in adult foreign language instruction. Results are discussed in comparison to their supervisor's field notes from class observations, and relevant research. They indicate that although student-teachers highly value humour in the classroom they are hesitant in recommending its planned employment. Conclusions suggest a more elaborate use of humour in both foreign language teaching and teacher training, from the earliest stages of practice.