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In this paper I argue that the presentation and study of humor should be an important component in foreign language and translation courses. The use of humor in language courses, in addition to making classes more enjoyable, can contribute to improving students' proficiency. Humor is useful for the development of listening comprehension and reading. An analysis of the vast bibliography on humorology has led to the organization of humorous discourse into three groups: (i) universal or reality-based humor, (ii) culture-based humor, and (iii) linguistic or word-based humor. This grouping serves as a pedagogical framework for teaching humor in both language and translation classrooms. Learners and tyro translators should deal first with the relatively straightforward universal humor, continue with cultural humor, which demands more of learners and translators, and finally deal with linguistic humor that offers serious challenges to students of foreign languages and translation. The study of humor presents translators with the opportunity to exercise their creativity. Word-based or linguistic humor serves as a test of what can and cannot be translated and may entail a change in script if the "new" humorous discourse is to evoke laughter or at least a smile on the part of the target language audience

Humor as a pedagogical tool in foreign language and translation courses