ABSTRACT
As play with and through language is increasingly recognized as central to the human experience and omnipresent within bi/multilingual contexts, research within L2 pragmatics has responded by considering non-serious language use more seriously. We have learned a great deal about how jocular forms of language play, or humor, are used by teachers and students in L2 classrooms, as well as how L2 users strategically deploy or avoid humor in interaction, both within intercultural and lingua franca communication (see Bell 2017, 2015, 2014, 2012b for earlier reviews from different perspectives). In this chapter, we begin by presenting key concepts and findings from the study of humor. We then review both foundational and recently published empirical studies that look at the role of humor in L2 pragmatic development and use. In so doing, we highlight three broad, intersecting themes: (1) humor as an aid to L2 pragmatic development, (2) humor as a resource for L2 interactions, and (3) humor as an aspect of the L2 to be learned. Although our review reveals humor to be a productive area of inquiry within L2 studies, short-term, small-scale examinations form much of our current knowledge base. Thus, we argue that a more robust array of approaches would bring much needed methodological diversity in the research of L2 humor. Furthermore, we contend that, in addition to what research on humor might contribute to our overall understanding of L2 pragmatic development, serious consideration must also be given to how classroom instruction might help L2 users to better identify, comprehend, produce, and respond to humor. Before presenting the review of empirical findings, we will briefly discuss key theoretical concepts related to humor.
