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The primary concern and purpose of this research is to provide some data about the impact of

humorous expressions on childs attention in the EFL classroom. Then, the main objective of
this work is to suggest some guidelines for the selection and use of humorous expressions in
the EFL classroom, mainly through presenting some psychological and linguistic standards
that can make humorous expressions be an inhibitory control for childs attention. Besides,
concerning our research, we will make use the valuable research tools in order to explore the
reliability of this work on one hand, and its possible results. the former is a Questionnaire
which is addressed to third year students. The second is an interview which is directed to
teachers at the Department of English language and literature, whereas the latter is classroom
observation which is concerned with third year students at the Department of English
language and literature. The results of this research have revealed that teachers make use of
humour as a teaching approach that can assist raising students focused attention. The
outcomes have also shown that teachers use humorous examples that are related to the subject
matter in order to make humour relevant to students focused attention.