Résumé:
The research at hand aims at identifying the potential effects that the use of humour, as a
pedagogical strategy, has on the linguistic and psychological behaviour of the Algerian
secondary school pupils in EFL context. That is to say, to what extent can humour enhance the psycholinguistic level of EFL pupils? Yet, what can be suggested is that humour can be a massive milestone on the pupil linguistic behaviour, as well as, it may not affect his learning process.To answer the problematic of the current research, a mixed methodology is designed where qualitative and quantitative analysis will be used to tackle the inquiry. Therefore, this research is divided into three chapters. The first one explores TEFL methodologies providing a preamble to the field of teaching and learning English as a foreign language. The second chapter, sheds light on humour and its implication in Algerian EFL classrooms. The last chapter is concerned with the practical issues where a questionnaire and interview are distributed on two high schools’ pupils and teachers of English of Mostaganem (Ben Zaza Mustapha and July 5th 1962 Secondary Schools). In this respect the questionnaire is given to the pupils whereas the interview is conducted with the teachers. By the end of the analyses of both pupils’ and teachers’ data, the reader will find that the findings prove the effectiveness of using humour to enhance
the learning-teaching process.
