Résumé:
This dissertation investigates one of the most important subjects in teaching English as a
foreign language. It is the effect of using humour as a pedagogical strategy on learners and
teachers as well. Humour is assumed to help learners feel relaxed in the classroom and makes
them attend all sessions in a regular way, providing a wonderful opportunity to communicate,
and makes them feel enlivened and excited. It also, makes teachers feel satisfied and happy
whenever they succeed to transmit their messages to their learners and make them feel
amused. For many educators, humour can encourage an atmosphere where both teachers and
learners feel at ease, share ideas, and express learners' needs. So, in order to gain deeper
understanding, we put this theory into practice in an attempt to investigate this hypothesis; the
data were gathered through two main tools. Two questionnaires, the first was administered to
(50) EFL learners of third years at Mohammed Seddik Ben Yahia University. The second was
handed to (11) teachers. The second tool was classroom observation. All participants
responded positively and showed interest. The results of the current study showed that both
teachers and learners support the insertion of humour in their foreign language classes
