This paper analyses the results of five survey questions designed to evaluate the hypothesis that students both recognize and appreciate the value of humor in the language acquisition classroom. Specifically, the survey examines student attitudes regarding the role humor plays in reducing anxiety and encouraging a better rapport between the student and teacher; it also examines student opinions regarding the motivational aspect of humor, and its ability to oppose boredom. An analysis of the data lends support to the hypothesis, and implies the importance of a further and more in-depth examination of the question of humor in the language classroom. This writing begins, however, by introducing the Natural Approach to language acquisition, which explains the relevance of affinity seeking behaviors in the classroom. Following this is an overview of relatively recent research findings that appear to suggest that instructors should approach humor with some degree of caution, but which nevertheless supports the role of humor in the classroom. Offered at the conclusion of this writing are four instructional goals which humor can help facilitate.
